Criterion
Unpacking the criterion
A: Focus and method
This criterion focuses on the topic, the research question and the methodology. It assesses the explanation of the focus of the research (this includes the title and the research question), how the research will be undertaken, and how the focus is maintained throughout the essay.
- The topic chosen is identified and explained to readers in terms of contextualizing and justifying its worthiness.
- How well does the research paper identify and communicate the chosen topic?
- The title is a formal requirement on the title page of the essay. If the title is missing, it will be considered on balance with the other formal requirements against criterion D. While there is no explicit penalty in criterion A, the title will help address the requirements as it expands on the student’s intended focus. Without a title, students lose an opportunity to clarify their focus.
- Title page (The title page should include only the following information)
- the title of the essay
- the research question
- the subject for which the essay is registered (if it is a language essay also state which category it falls into; if a world studies essay also state the theme and the two subjects utilized)
- word count.If footnotes have been used for anything other than referencing, the word count stated on the coversheet should include the footnotes, with an explicit statement that the stated word count includes explanatory footnotes.
- Title page (The title page should include only the following information)
- The purpose and focus of the research to be addressed is within the scope of a 4,000-word extended essay, is outlined in the introduction and specified as a research question.
- Is the research question appropriate given the scope of the task? For example, is the topic sufficiently focused to be adequately addressed within the requirements of the task?
- Is the research question clearly stated, focused and based on/situated against background knowledge and understanding of the chosen subject/topic area?
- Is the focus of the research question maintained throughout the essay?
- The research is planned and appropriate methods of data collection (methodology) are chosen and identified in order to address the research question.
- Is there evidence of effective and informed source/method selection with regard to the choice of appropriate sources and/or method(s) used to gather information, including narrowing of scope the range of sources/methods, in order to address the research question within the constraints of the word limit?
- Sources/methods are considered relevant/appropriate or sufficient in so far as the academic standards for the discipline are concerned. For example, for an economics essay, it would not be sufficient to only use textbooks but rather include reports and data. The quality of the research question itself is not considered when assessing source selection on balance.
B: Knowledge and understanding
This criterion assesses the extent to which the research relates to the subject area/discipline used to explore the research question, or in the case of the world studies extended essay, the issue addressed and the two disciplinary perspectives applied, and additionally the way in which this knowledge and understanding is demonstrated through the use of appropriate terminology and concepts.
- The research question being investigated is put into the context of the subject/discipline/issue.
- Demonstration of the appropriate and relevant selection and application of the sources is identified.
- Knowledge and understanding of the topic chosen and the research question posed is demonstrated with appropriate subject-specific terminology.
- The use of subject-specific terminology and/or concepts is an indicator of knowledge and understanding of the discipline(s)/issue discussed.
- Sources/methods are assessed here in terms of their application to support knowledge and understanding in response to the research question.
C: Critical thinking
This criterion assesses the extent to which critical thinking skills have been used to analyze and evaluate the research undertaken.
- The appropriateness of sources/methods in terms of how they have been used in the development of the argument presented.
- The analysis of the research is effective and focused on the research question.
- The discussion of the research develops a clear and coherent reasoned argument in relation to the research question.
- There is a critical evaluation of the arguments presented in the essay.
- Unlikely or unexpected outcomes can also demonstrate critical thinking.
D: Presentation
This criterion assesses the extent to which the presentation follows the standard format expected for academic writing and the extent to which this aids effective communication.
- Structure: the structure of the essay is compatible with the expected conventions of a research paper in the subject for which the essay has been submitted. (Examiners, supervisors and students are advised to check the guidance given in the Extended essay guide for the relevant subject.)
- Layout: title page, table of contents, page numbers, section headings (where appropriate), effective inclusion of illustrative materials (tables, graphs, illustrations, appropriately labelled) and quotations, bibliography and referencing.
- The referencing system should be correctly and consistently applied and should contain the minimum information as detailed in the Effective citing and referencing document.*
- The extended essay has not exceeded the maximum word limit.**
- Appropriate formatting: as described in the “Presentation” section of this guide.
** While there is no explicit penalty in criterion D for exceeding 4,000 words, students should be aware that examiners will not read beyond the 4,000-word limit. Criterion D specifically may be impacted if, in exceeding 4,000 words, one of the structural requirements of the essay (for example, the conclusion, or important illustrative material) is unassessed by the examiner because he or she is not required to read beyond 4,000 words.
E: Engagement
This criterion assesses the student’s engagement with their research focus and the research process. It will be applied by the examiner at the end of the assessment of the essay, after considering the student’s Reflections on planning and progress form.
- Engagement with the process: the student has engaged in discussions with their supervisor in the planning and progress of their research; the student is able to reflect on and refine the research process, and react to insights gained through the exploration of their research question; the student is able to evaluate decisions made throughout the research process and suggest improvements for their own working practices.
- Engagement with their research focus: an insight into the student’s thinking, intellectual initiative and creative approach through reflections on the thought and research process; the extent to which the student voice is present rather than that of the supervisor and academics; is the student’s engagement reflected?