1. 2017 EE Update EE Coordinator Supervisor
Collect from student Tuesday 7:20 am - lunches
Hand to supervisor by end of day
Level 3 intervention instituted
Follow-up with supervisor
Abstract training October 12th AM
Final Edit Checklist and citation review November 17th AM
Verify post to MB and Turnitin
Must view T-IN
Inform me if any concerns ASAP
Review checklist
Assess against rubric
Have calendar posted for conferences by mid-September
Conference by October 7th
Assign due date-by December 16th

2. E-coursework Upload Changes:
There is no longer a Title Page; uploading begins with the Abstract – Table of contents – Research – Appendix – Bibliography as one full document file.
Must be saved in an acceptable file size of no more than 10MB, which still allows for high- quality images.
Appendices must be used sparingly. Any material in the appendix should be minimal and selected with care.
Date TBD

3. 2018 Extended Essay
Changes

4. Changes to note
All research questions must be posed as a question-no statements-no exceptions
Reference to external sources or supplementary information is not permitted and examiners will not access them-we have never done this
The abstract will no longer be a requirement of the extended essay-insert happy dance here
The use of footnotes, endnotes and appendices is clarified-again, we are good here
Role of external mentors is clarified-Science: form letter and signature prior to experiment
Formatting of the extended essay is clarified-I got this one

5. Changes to note (continue)
The number of assessment criteria has been reduced. 11 criteria (A – K) becomes 5 (A – E).
The “best-fit” approach has been adopted for the assessment of extended essays.
Reflection has been included in the assessment of the extended essay-Criterion E 6/34 points.
The Reflections on planning and progress form has been introduced (RPPF)-on MB.
Three mandatory reflection sessions must take place-embedded into supervisor conferences.
The Researcher’s Reflection Space has been created (RRS).

6. Reflections -RRS -RPPF
Introduction

7. Reflection in the core:
Theory of knowledge- The emphasis in TOK is on CRITICAL reflection, characterized by reflecting on metacognition, evaluation, justification, arguments, claims and counter claims, underlying assumptions and different perspectives.
CAS- The emphasis in CAS is on AFFECTIVE reflection, characterized by reflecting on attitudes, feelings, values, principles, motivation, emotions and self-development.
Extended essay- The emphasis in the EE is on PROCESS reflection, characterized by reflecting on conceptual understandings, decision-making, engagement with data, the research process, time management, methodology, successes and challenges, and appropriate sources

8. Reflection in the EE
Reflection in the EE focuses on the student’s progress during the planning, research and writing process. It is intended to help students with the development of their EE as well as allowing them the opportunity consider the effectiveness of their choices, to re-examine their ideas and decide whether changes are needed.
The emphasis in the EE is on PROCESS reflection, characterized by reflecting on conceptual understandings, decision-making, engagement with data, the research process, time management, methodology, successes and challenges, and appropriate sources.
Students will be encouraged to informally reflect throughout the experience of completing an EE, but are required to reflect formally during their reflection sessions with their supervisor and when completing the Reflections on Planning and Progress Form.

9. 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, after considering the student’s Reflections on Planning and Progress Form.
Handout the Rubric for this portion of the EE
6/34 marks

10. The Researcher’s Reflection Space (RRS)
The RRS is a personal learning environment that can be either a physical or virtual support tool.
A space in which students are able to record reflections on what they are reading, writing and thinking.
It supports learning, thinking, critical analysis and evaluation and contributes not only to the development of a successful extended essay but also to skills and competencies for pathways beyond the Diploma Programme.
It can be used to:
Record their reflections;
Respond to artifacts, such as photos, newspaper clippings, twitter feeds, blogs, etc.;
Respond to prompts and questions that may arise in the students’ subject areas,
Make connections to TOK classes or other aspects of the DP;
Create Mind Maps®;
Record emerging questions.

11. Mind Map

14. Journaling

16. Video

17. It could also be: T4 Sketching Photographs Post-it notes Recordings
Charts
Graphs
Other??

18. Housing the RSS: One Note, Google Drive, etc.
Uploading to MB similar to CAS (Journal)
Notebooks
Sketchbook
Folder
Combination of above

19. The RRS and reflection sessions
Evidence from a RRS can be used to stimulate discussions in the conference and reflection sessions.
In the first reflection session this may include: initial topic exploration; possible sources and methods; preliminary research questions; and personal reactions to the research topic.
In the interim reflection session this may include: reactions to readings; a timeline; a possible argument outline; setbacks and strategies for dealing with them.
In the final reflection, the viva voce, this may include: new questions uncovered; what they have learned about the topic and their own learning; the significance of their research.
Handout
Handout of student guiding questions for reflection

20. Mandatory reflection sessions
First reflection session
This session should take place once the student has undertaken some preliminary research.
By the end of this session students should begin to formulate a working research question.
Interim reflection session
This session should take place once the student has undertaken a significant amount of their research and have begun to formulate an argument in response to their research question.
By the end of this session both the student and supervisor should feel confident that there is a clear and refined RQ; a viable argument; sufficient sources; and a clear understanding of the writing process.
Final reflection session (Viva Voce)
This session should take place once the final version of the EE has been submitted.
It is a celebration of the completion of the essay and a reflection on what the student has learned from the process.
1st or 2nd meeting
Summer kick-off
May 2017
Post
Viva Voce

21. The student should:
go prepared with issues to discuss – share excerpts from Researcher’s Reflection Space
reflect on previous discussions and be prepared to show how you have progressed
not expect the supervisor to do student’s thinking for the student
use the supervisor as a sounding board for ideas and arguments

22. Reflections: student may not exceed 500 words total for student
need to be more analytical and evaluative with little descriptive
effective reflection highlights the journey the student has taken to engage in the intellectual and personal process
Initial and interim reflections will be done immediately after meeting with supervisor at school
Final reflection will be done at viva voce completion
form is on MB – EE – Planning and Progress Form
may not be changed once posted
Handout
Handout – RPPF; student samples

23. Reflections: supervisor
Need to read each student’s reflection in a timely manner
Guide student to be more analytical/evaluative if too descriptive

24. Supervisor Comment
Supervisor comments are written after the viva voce has taken place with the student.
The comments are summative in nature and should reflect the whole process and the student comments made in the Reflection Sessions; Initial, Interim and Final (viva voce).
It is important to remember that the examiner will be assessing the RPPF against Criterion E of the Extended Essay Assessment.
However, the supervisor should not attempt to do the examiner’s job with their comment. The comment should provide supporting evidence and context for what the student has shown in the RPPF
Handout-supervisor only exemplars; student and supervisor RPPF/viva voce

25. Supervisor Comment continue
May not exceed 600 words
Form is not a place to vent about student
Be truthful but not overly negative
Avoid naming the student
Handout