Full EE Criteria/Rubric

On the pages that follow all EE criteria are listed. This front page is a summary sheet for details and
feedback. Please adapt and edit to your liking.

STUDENT SUPERVISOR DATE

FEEDBACK FOR CRITERION A: FOCUS AND METHOD

FEEDBACK FOR CRITERION B: KNOWLEDGE AND UNDERSTANDING

FEEDBACK FOR CRITERION C: CRITICAL THINKING

FEEDBACK FOR CRITERION D: PRESENTATION

ESTIMATED SCORE (PLEASE CIRCLE)

E D C B A
EE 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 topic and the research question), how the
research will be undertaken, and how the focus is maintained throughout the essay.

0 The work does not reach a standard outlined by the descriptors below

1-2 The topic is communicated unclearly and incompletely

❏ Identification and explanation of the topic is limited; the purpose and focus of the
research is unclear, or does not lend itself to a systematic investigation in the subject
for which it is registered.

The research question is stated by not clearly expressed or too broad

❏ The research question is too broad in scope to be treated effectively within the word
limit and requirements of the task, or does not lend itself to a systematic
investigation in the subject for which it is registered.
❏ The intent of the research question is understood but has not been clearly
expressed and/or the discussion of the essay is not focused on the research
question.

Methodology of the research is limited

❏ The source(s) and/or method(s) to be used are limited in range given the topic and
research question.
❏ There is limited evidence that their selection was informed.

3-4 The topic is communicated

❏ Identification and explanation of the research topic is communicated; the purpose
and focus of the research is adequately clear; but only partially appropriate.

The research question is clearly stated but only partially focused

❏ The research question is clear but the discussion in the essay is only partially
focused and connected to the research question.

Methodology of the research question is mostly complete

❏ Source(s) and/or method(s) to be used are generally relevant and appropriate given
the topic and research question.
❏ There is some evidence that their selection(s) was informed

If the topic or research question is deemed inappropriate for the subject in which the
essay is registered no more than four marks can be awarded for this criterion.

5-6 The topic is communicated accurately and effectively

❏ Identification and explanation of the research topic is effectively communicated the
purpose and focus of the research question is clear and appropriate.

The research question is clearly stated and focused

❏ The research question is clear and addresses an issue of research that is
appropriately connected to the discussion of the essay.

Methodology of the research is complete

❏ An appropriate range of relevant source(s) and/or method(s) have been applied in
relation to the topic and research question.
❏ There is evidence of effective and informed selection of sources and/or methods
EE Criterion B: Knowledge & 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 the knowledge and
understanding is demonstrated through the use of the appropriate terminology and concepts.

0 The work does not reach a standard outlined by the descriptors below

1-2 Knowledge and understanding is limited

❏ The sele ction of source material has limited relevance and is only partially
appropriate to the research question.
❏ Knowledge of the topic/discipline(s)/issue is anecdotal, unstructured and mostly
descriptive with sources not effectively being used.

Use of terminology and concepts is unclear and limited

❏ Subject specific terminology and/or concepts are either missing or inaccurate,
demonstrating limited knowledge and understanding.

3-4 Knowledge and understanding is good

❏ The selection of source material is mostly relevant and appropriate to the research
question.
❏ Knowledge of the topic/discipline(s)/issue is clear, there is an understanding of the
sources used but their application is only partially effective.

Use of terminology and concepts is adequate

❏ The use of subject-specific terminology and concepts is mostly accurate,
demonstrating an appropriate level of knowledge and understanding.

If the topic or research question is deemed inappropriate for the subject in which the
essay is registered no more than four marks can be awarded for this criterion.

5-6 Knowledge and understanding is excellent

❏ The selection of source materials is clearly relevant and appropriate to the research
question.
❏ Knowledge of the topic/discipline(s)/issue is clear and coherent and sources are
used effectively and with understanding.

Use of terminology and concepts is good

❏ The use of subject specific terminology and concepts is accurate and consistent,
demonstrating effective knowledge and understanding.
EE Criterion C: Critical Thinking

This criterion assesses the extent to which critical-thinking skills have been used to analyse and
evaluate the research undertaken.

0 The work does not reach a standard outlined by the descriptors below

1-3 The research is limited

❏ The research is limited and its application is not clear relevant to the research
question.

Analysis is limited
❏ There is limited analysis
❏ Where there are conclusions to individual points of analysis these are limited and
not consistent with the evidence.

Discussion/evaluation is limited
❏ An argument is outlined but this is limited, incomplete, descriptive or narrative in
nature
❏ The construction of an argument is unclear and/or incoherent in structure
hindering understanding.
❏ Where there is a final conclusion, it is limited and not consistent with the
arguments/evidence presented.
❏ There is an attempt to evaluate the research, but this is superficial.

If the topic or research question is deemed inappropriate for the subject in which the
essay is registered no more than three marks can be awarded for this criterion

4-6 The research is adequate

❏ Some research presented is appropriate and its application is partially relevant to
the research question.

Analysis is adequate
❏ There is analysis but this is only partially relevant to the research question; the
inclusion of irrelevant research detracts from the quality of the argument.
❏ Any conclusion to individual points of analysis are only partially supported by the
evidence.

Discussion/evaluation is adequate
❏ An argument explains the research but the reasoning contains inconsistencies.
❏ The argument may lack clarity and coherence but this does not significantly hinder
understanding.
❏ Where there is a final or summative conclusion, this is only partially consistent with
the arguments/evidence presented.
❏ The research has been evaluated but not critically.

7-9 The research is good

❏ The majority of the research is appropriate and its application is clearly relevant to
the research question

Analysis is good
❏ The research is analysed in a way that is clearly relevant to the research question;
the inclusion of less relevant research rarely detracts from the quality of the overall
analysis.
❏ Conclusions to individual points of analysis are supported by the evidence but there
are some minor inconsistencies

Discussion/evaluation is good
 ❏ An effective reasoned argument is developed from the research, with a conclusion
supported by the evidence presented.
❏ This reasoned argument is clearly structured and coherent and supported by a final
or summative conclusion; minor inconsistencies may hinder the strength of the
overall argument.
❏ The research has been evaluated and this is partially critical.

10-12 The research is excellent

❏ The research is appropriate to the research question and its application is
consistently relevant.

Analysis is excellent
❏ The research is analysed effectively and clearly focused on the research question;
the inclusion of less relevant research does not significantly detract from the quality
of the overall analysis.
❏ Conclusions to individual points of analysis are effectively supported by the
evidence.

Discussion/evaluation is excellent
❏ An effective and focused reasoned argument is developed from the research with a
conclusion reflective of the evidence presented.
❏ This reasoned argument is well structured and coherent; any minor inconsistencies
do not hinder the strength of the overall argument or the final or summative
conclusion.
❏ The research has been critically evaluated.
EE Criterion 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.

0 The work does not reach a standard outlined by the descriptors below

1-2 Presentation is acceptable

❏ The structure of the essay is generally appropriate in terms of the expected
conventions for the topic, argument and subject in which the essay is registered.
❏ Some layout considerations may be missing or applied incorrectly.
❏ Weaknesses in the structure and/or layout do not significantly impact the reading,
understanding or evaluation of the extended essay.

3-4 Presentation is good

❏ The structure of the essay clearly is appropriate in terms of the expected
conventions for the topic, the argument and subject in which the essay is registered.
❏ Layout considerations are present and applied correctly.
❏ The structure and layout support the reading, understanding and evaluation of the
extended essay.
EE Criterion 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, and is based solely on the
candidate’s reflections as detailed in the RPPF, with supervisory comments and extended essay itself
as context.

0 The work does not reach a standard outlined by the descriptors or a RPPF has not
been submitted.

1-2 Engagement is limited

❏ Reflections on decision-making and planning are mostly descriptive.
❏ These reflections communicate a limited degree of personal engagement with the
research focus and/or research process.

3-4 Engagement is good

❏ Reflections on decision-making and planning are analytical and include reference
to conceptual understanding and skill development.
❏ These reflections communicate a moderate degree of personal engagement with
the research focus and process of research, demonstrating some intellectual
initiative.

5-6 Engagement is excellent

❏ Reflections on decision-making and planning are evaluative and include reference
to the student’s capacity to consider actions and ideas in response to challenges
experience in the research process.
❏ These reflections communicate a high degree of intellectual and personal
engagement with the research focus and process of research, demonstrating
authenticity, intellectual initiative and/or creative approach in the student voice.