3 The Extended Essay Requirements Chosen from approved DP listInvolves higher level researchOpportunity for personal researchRequired for all DP candidatesAligned with Learner Profile40 hour commitment for studentExternally Assessed
4 Extended Essay Requirements 4000 word maximum300 word abstractNo editing by supervisorSupervisor submits predicted grade and supervisor’s reportTOTAL assessment points 0-36Point relationship between EE TOK
6 New Regulation for May 2010Any student obtaining an E grade on either the TOK essay or extended essay must achieve 28 points overall in order to be eligible for the award of the diploma.An addition to the existing rule that E grades in both TOK and the extended essay lead to automatic failure.Coordinators must ensure that all affected students and teachers are aware of the change.The idea is to encourage all students to take the core requirements seriously, not to produce a higher failure rate.
7 Point Range Excellent Excellent (3) Excellent Good (3) Excellent Satisfactory (2)Excellent Mediocre (2)Excellent Elementary (1)Good Good (2)Good Satisfactory (1)Good Mediocre (1)Satisfactory Satisfactory (1)
8 TOK and EE Sample Topics TOK Topics:Are reason and emotion equally necessary in justifying moral decisions?Does language play roles of equal importance in different areas of knowledge?Extended Essay Topics:Personal Use of Language and its Effect on Action and Thought in William Faulkner’s As I Lay Dying. (3583 words)How far was the decision to abandon the Soviet economic model in China during the mid-1950s due to political and ideological reasons?(3860 words)
9 What’s Different for 2009Strongly Recommended that supervisors spend 3-5 hours with each student supervisedWorks Cited / Bibliography lists only sources citedOne set of general assessment criteria A-K interpreted for each subjectSubject specific criteria is overlaidConcludes with the Viva Voce
10 What is the Viva Voce? Verbal interview. Lasts between 10-15 minutes Serves as conclusion to the EE processOpportunity for reflectionServes as plagiarism and malpractice checkShould end on positive noteRefer to page 20 in EE Guide
12 Would This Student Get the IB Diploma? English A1 (HL) Spanish B (SL)History (HL) Math Methods (SL) 4Chemistry (HL) Economics (SL)Extended Essay/TOK +1CAS hrs.Yes, meets point total requirement of 24.
13 Would This Student Get the IB Diploma? English A1 (HL) Spanish B (SL)Biology (HL) Mathematics (SL) 5Chemistry (HL) History (SL)Extended Essay/TOK 0CAS hrs.No, needs point total requirement of 28 (has 26).
14 Would This Student Get the IB Diploma? English A1 (HL) Spanish B (SL)History (HL) Math Methods (SL) 5Chemistry (HL) Economics (SL)Extended Essay/TOK +3CAS hrs.Yes, meets point total requirement of 28.
15 Would This Student Get the IB Diploma? English A1 (HL) French B (SL)Physics (HL) Mathematics (SL) 6Psychology (HL) History (SL)Extended Essay/TOK +1CAS hrs.No, needs point total requirement of 28 (has 27).
16 What College Writing Is… Academic writing done by scholars for scholars.“…being a scholar requires that you read, think, argue, and write in certain ways.”Academic writing devoted to topics and questions that are of interest to the academic community.“When you write an academic paper, you must…find a topic or question that is relevant and appropriate.”Academic writing [presents] the reader with an informed argument.“To construct an informed argument, you must first try to sort out what you know about a subject from what you think about a subject.”--quoted from The Dartmouth Writing Project
17 The Iceberg Model 1/8 = Writing Phase Student works independently to prepare the final EE:Revision conference drives final version of essay100% of examiner’s mark7/8 = Pre-Writing/Draft PhaseStudent works with supervisor to: Explore and discuss ideasLocate resourcesDevelop suitable research questionWrite draft—monitor progressRead final paper, complete supervisor’s report
18 Activity #1: Examining Current Practice Describe how you currently organize the EE ProcessOverall—how well do your students score on the EE?What EE tasks do your students find most difficult?Name 1- 3 student tasks or organizational aspects of your program that are successful.What’s your BIGGEST recurring problem and how do you handle it?
19 Common Problems Across Disciplines Abstracts (J)Research questions (A, C)Constructing effective arguments, analyses(D, E, F, G)Writing critical evaluations (E, F)Referencing primary / secondary sources (I)Weak conclusions—lack of synthesis (H)Limited holistic judgment (K)
22 The EE Manual First Examinations 2009 Assessment CriteriaSubject Area Requirements
23 Core Components Introduction – Outline General information for all subjectsResponsibilities—school, supervisor, studentEach Subject AreaOverviewChoice of TopicTreatment of the TopicInterpretation of Assessment Rubric
24 EE Assessment Criteria Provides overview of what each criterion assessesForms basis for scoring rubricFurther advice on interpreting assessment criteria provided within guidelines for each subject in “Details—subject specific” section
29 Scores for Sample Essays Language A1Toni Morrison AThe Things They Carried CWizard of Oz DFrench BPourquoi Sartre AEst-ce qu’on peut parler CL’umpact de l’industrie DHistoryNazi Film and Radio APeron Presidency CState of Israel D
30 Scores for Sample Essays BiologyLight Intensity AAge – Short Term Memory CWashing Powder DChemistryCopper Ions AEnthalpy – Entropy CAlternative Fuels DPsychologyCerebral Dominance AParent’s Divorce BVietnam War C
31 Scores for Sample Essays PhysicsSound Transmission BLight Wavelength CResonance Theories DMathPascal’s Triangle AAnalysis of Global Warming CRubik’s Cube DMusicBeethoven – Chopin ADavid Bowie BEffect of Music D
32 Want More Points? Attend to Details G: Use of LanguageThe language used communicates clearly and precisely. Terminology appropriate to the subject is used accurately, with skill and understanding. (Achievement Level 4) Style, UsageTips for Avoiding Colloquial LanguageElements of Style (online)
33 Want More Points? Attend to Details I: Formal PresentationThis criterion assesses the extent to which the layout, organization, appearance and formal elements of the essay consistently follow a standard format.The formal elements are: title page, table of contents, page numbers, illustrative material, quotations, documentation (including references, citations and bibliography) and appendices (if used).Issue written guidelines (required format) to studentsStress the importance of neatness and readability (helps examiners who read many, many papers)
34 Want More Points? Attend to Details K: Holistic JudgmentThe purpose of this criterion is to assess the qualities that distinguish an essay from the average, such as intellectual initiative, depth of understanding and insight. While these qualities will be clearly present in the best work, less successful essays may also show some evidence of them and should be rewarded under this criterion.Supervisor’s comments on “green sheet” are critical.“The essay shows considerable evidence of such qualities.” (Assessment Level 4)Cannot be achieved without supervisor comments
36 Recommendations for Supervisors Spend sufficient time with candidates“Candidates need guidance on several aspects of the writing and research process, and this can only be achieved on an ongoing basis….Effective supervision is a crucial part of the learning process involved in writing the extended essay. Without effective ongoing supervision the process becomes a chore for the candidate and a fruitless exercise in the end.”Excerpted from the EE Biology Report – May 2004
37 Supervisor Responsibilities Discuss choice of topicHelp formulate research questionEnsure research question satisfies legal and ethical standardsAdvise students on how to:Gather and analyze information/evidence/data.Encourage consultation with school librarian(s)Write an abstract.Document sources in standard format.Participate in the viva voce.
38 Supervisor Responsibilities Read sample essays and examiners’ reports.Make samples and reports available to students.Let students score sample essays.Spend 3 to 5 hours with each student (strongly recommended)Students may work with or consult external sources, but the supervisor is responsible for completing all requirements stated.
39 Supervisor Responsibilities Know subject area assessment criteriaRead and comment on the first draft onlyDoes not edit the draftSee IBO Clarification Statement, March ‘08Monitor progressRead final version to confirm authenticitySubmit predicted gradeComplete supervisor’s reportReport malpractice if suspected
40 Academic Honesty Student is ultimately responsible Work or ideas of others must be fully and correctly acknowledgedSupervisor confirms that the EE submitted is the authentic work of the studentBoth plagiarism and collusion are forms of malpracticeSame piece of work, or two versions of same, cannot be submitted by student
42 School’s Major Responsibilities Ensures that all EEs conform to regulationsKnows which subject areas can be selected from approved listCan your students write about dance or film?Disseminates information/guidelines to supervisors and studentsProvides students with qualified faculty supervisors who teach in the school
43 Strongly Recommended that Schools Set internal deadlines for stages, including the viva voce interview.Ensure that students have been taught the necessary research skills.Provide appropriate training for supervisors.
44 What Exactly is an Abstract? Activity #3: Writing/Editing Abstracts
45 The Extended Essay Abstract Does not exceed 300 words.Should examine development of EE argument and importance of conclusions reached.Must clearly state:Research questionScope of investigation (how conducted)Conclusions reachedIntroduces reader (examiner) to entire scope of the EE.
46 It’s Just One Question! How Difficult Can That Be? Activity #4:Developing Research Questions
47 Command Terms Can Become Question Stems Account for — Asks candidates to explain a particular event or outcome. Candidates are expected to present a reasoned case for the existence of something.How — On its own this is a straightforward invitation to present an account of a given situation or development. Often a second part will be added to such an essay question to encourage analysis.Adding a second word such as "successfully", "effective", "accurate", or "far" turns a "how" question into one that requires a judgment. The candidate is now expected to provide his/her detailed reasons for that judgment.
48 Command Terms Can Become Question Stems To what extent — Asks candidates to evaluate the success or otherwise of one argument or concept over another. Candidates should present a conclusion supported by arguments.Why — This short key word invites candidates to present reasons for the existence of something. Thus, the brevity of this command rather disguises a powerful requirement to present a detailed, reasoned argument. In effect it is similar to the invitation "account for".
49 Group Assignment: Writing Arguments Try the following format:General Subject:Focus 1:Focus 2 (if necessary):Argument:Question:End of Day Two
50 A Research Base for Working with EE Students Munro, J. “The Influence of Student Learning Characteristics on Progress Through the Extended Essay.” Journal of Research in International Education 2 (1): 5-14.Examined influence of 3 learning factors on 3 EE groups in relation to old assessment rubricStudents’ approach to learningMotivational styleCognitive style
51 A Research Base for Working with EE Students Deep motive: to increase one’s knowledge of a topicLearning strategy: focuses on underlying meaning of topic; searches for meaning; questions ideas to achieve better understanding; links new information with what is known; takes ideas apart and examines from multiple perspectivesSurface motive: to retain knowledge to meet a criterion unrelated to the ideaLearning strategy: focuses on superficial features of topic, learning and memorizing in an unquestioning way so they can be reproduced at later dateAchieving motive: to achieve at a level relative to othersLearning strategy: focuses on organizing and structuring knowledge of topic in most efficient way (managing time commitments, working space, resources) with purpose of optimizing a grade or meeting other external criteria
52 A Research Base for Working with EE Students EE requires use of all 3 approachesDeep approach delivers higher order outcomes (analysis, synthesis, creativity, risk taking, knowledge production)Achieving approach helps student establish plan of action, monitor progress, use resources effectivelySurface approach assists in short term retention of information and applying conventionsPotential Problem AreasSurface strategies less efficient than deep strategies in relation to information processingDeep strategies permit rapid ID of key ideas in a source and use of prior knowledge as scaffoldStudents using surface strategies less likely to search for unifying principles between prior knowledge and source information.
53 A Research Base for Working with EE Students Study examined 3 groups in relation to learning dimensions(N= 39, n = 12, 12, 15)A Group -- students who scored on general assessment criteriaB Group -- students who scored on GASC Group -- students who scored on GASParticipants were re-grouped for subject specific criteriaA = scored 11-12B = scored 9-10C = scored 6-8
54 A Research Base for Working with EE Students Results:Students with A – B scores on GAS had similar deep and achieving motives for learning and used them at similar levelsStudents with C scores more likely to use deep strategies, less likely to use achieving strategies(time management, organization, structure)Students with A – B scores more likely to use analytic strategiesStudents with C scores more likely to switch topics when encountering difficulty
55 A Research Base for Working with EE Students At the subject specific level (SAS):Approach to learning did not influenceStudents in group 3 less motivated to learn topics by analyzing and deconstructing.Motivated to absorb information and memorize; pursued topics deemed “intrinsically interesting”Overall—Highest scoring students showed balanced use of deep and achieving strategiesLowest scoring showed higher use of deep strategies
56 Training Considerations for Supervisors How are supervisors trained now?Do you need to train additional supervisors outside IB faculty?Who should be involved in supervisor training?School LibrariansEE CoordinatorSubject area SpecialistsWhat should a professional development course include?How can EE data be used to shape practice?
57 A supervisor’s best advice to an IB student: Nobody’s denying you the right to vent the despair in your twisted and tortured IB soul…just don’t do it when you’re writing the extended essay!