1. Supervisor Workshop, Fall 2010 Utica Academy for International Studies
The Extended Essay
Supervisor Workshop, Fall 2010
Utica Academy for International Studies

2. Workshop Goals…
Understand the requirements and process that will prepare students to write the Extended Essay (EE)
Gain a better understanding of the scoring rubric and the scoring process
Understand the roles and responsibilities of an EE supervisor
Be prepared to create a informational department presentation to guide diploma candidates toward an area of EE study
If time, evaluate the semester project.

3. The Diploma Programme

4. *Coordinators should consult programme guide for passing eligibility.

5. New Regulation for 2010
From 2010 onward, 28 points overall will be required for a student to be eligible for a diploma if that student earns an “E” in either TOK or Extended Essay. As previously, an “A” in one of those requirements earns an extra point even if the other grade is an “E.” Attaining in “E” in both still continues to represent an automatic failure.

6. The Extended Essay Manual Required Material for All Supervisors (Pages 1-33)

7. Core Components—EE Manual
Introduction, Outline, Details, All Essays
General information for all subjects
Nature, aims, objectives of EE (p. 1-6)
School (p. 7)
Supervisors (p. 8-9)
Students (p. 10)
Use of media and other materials (p. 19)
Viva voce (p. 20)
General assessment criteria (p. 25)
Read page 4: “International Dimensions.”

8. EE Brief Description Chosen from approved DP list
Required for IB diploma eligibility
Externally assessed by IBO evaluators
Total assessment points 0-36, of which a grade between an A to E is awarded
Point relationship between TOK and EE
Opportunity for personal exploration
Aligned with learner profile

9. EE General Requirements
Between 3,500-4,000 words
Involves higher level research
300 word abstract
Represents a 40-hour commitment
No editing by the supervisor
Supervisor submits a predicted grade and a supervisor’s report to the IBO
Concludes with the viva voce interview

10. Relationship Between EE & TOK
Aligned with TOK for awarding of points
Both require interpretation/evaluation of evidence and formation of reasoned arguments
Differs from TOK in that EE places and emphasis on research process and the outcome

11. TOK and EE Sample Topics
TOK: How can the different ways of knowing help us to distinguish between what is true and what is believed to be true? Discuss the claim that some areas of knowledge are invented and others are discovered. Extended Essay Research Question: JRR Tolkien has been criticized for the seemingly exclusive masculinity of his Lord of the Rings trilogy. To what extent is The Lord of the Rings an empowering work for the female?

12. Subject-Specific Areas
Where Can UAIS Students Write Their EEs?
Group 1 (English) Film Social and cultural anthropology
Group 2 (Spanish) Geography Theatre
Group 2 (Mandarin) History Visual Arts
Group 2 (French) Human Rights World Religions
Group 2 (Japanese) Information technology in a global society
Biology Mathematics
Chemistry Music
Classical Greek/Latin Peace and conflict studies
Computer Science Philosophy
Dance Physics
Design Technology Politics
Economics Psychology
Environmental systems and societies

14. EE Assessment Criteria (p. 22-31)
Provides overview of each criterion assesses
Forms the basis of the scoring rubric for all subject areas
Further advice on interpreting assessment criteria provided within guidelines for each subject provided in “Details—subject specific” section

15. Extended Essay Criteria
A Research Question 2 B Introduction 2 C Investigation 4 D Knowledge/Understanding 4 E Reasoned Argument 4 F Apply Analysis & Evaluation 4 G Language Appropriate 4 H Conclusion 2 I Formal Presentation 4 J Abstract 2 K Holistic Judgment 4

16. Extended Essay Grade Boundaries
C 16 – 22
D 8 – 15
E 0 – 7

17. Details—Subject Specific Guidelines
Specific subject criteria (p )
Each subject area includes:
Overview of subject
Choice of topic
Treatment of the topic
Interpretation of the assessment rubric
All teachers must know subject-specific details and criteria for students to be successful!

18. Supervisor Responsibilities
Conduct departmental meetings for EE
Discuss choice of topic
Help formulate and adjust research question
Ensure research question satisfies legal and ethical standards
Advise students on how to:
• Gather and analyze information/evidence/data
• Encourage consultation with school/university librarian(s)
• Write an abstract
• Document sources in standard format
• Participate in the viva voce

19. Supervisor Responsibilities
Read sample essays & examiner reports.
Make samples available to students.
Let students score sample essays.
Spend three to five hours with each student.
Students may work with or consult outside sources, but the supervisor is responsible for completing all responsibilities stated.

20. Supervisor Responsibilities
Know subject area assessment criteria
Read and comment on first draft only
Monitor progress
Read final version to confirm authenticity
Conduct the viva voce
Submit predicted grade
Complete evaluator’s report
Report malpractice, if suspected

21. The Iceberg Model 7/8 = Pre-Writing/Draft Phase 1/8 = Writing Phase
Student & supervisor work together to:
Explore and discuss ideas
Locate appropriate resources
Discuss readings and ideas
Develop a suitable research question
Supervisor monitors progress
Represents 3-5 hours of work per student
1/8 = Writing Phase
Student works independently to:
Write EE draft
Revision conference drives final draft of essay
Prepare the final EE

22. The UAIS EE Schedule Provides internal & external due dates
Timeline can coincide with SDD with sophomores and freshmen
Builds in six mandatory in-school meetings with students
Evaluation grade for TOK following each interview, except Viva Voce
Students write their rough drafts during summer

23. Subject-Specific Seminars: Nov. 18
Goal: Provide students with specific subject area info necessary to select best topic
Juniors rotate four times among different classrooms, spending thirty minutes in each
Provide specific information about writing in your area that EE coordinator cannot

24. Subject Preference Seminars Outline
Overview of subject-specific guidelines and topic choices
Helpful examiner comments from English evaluators
Sample topics and questions for English
Subject-specific issues to consider before choosing English
Academic referencing
Q&A or peruse examples if time remains

25. Supervisor Selection: January
Students submit at least two EE proposals in two separate subjects; EE coordinator collects
Department representatives meet to divide students equitably and in their best interests
Departments meet to assess best supervisor-student relationship
Supervisor-student pairings announced

26. Discussion: Where Do We Go?
Option 1: Supervisors and students set own meeting times and department- generated due dates, set to occur before or after school or during lunch.
Option 2: Coordinator aligns freshmen & sophomore semester project work days with pre-determined due dates, set to occur during the school day itself.

27. Writing EE Research Questions
Must be truly in subject area
Must be specific, argumentative, manageable
Science: no blending of disciplines and no secondary research papers
History: must be at least ten years past
Refer to Glossary of Command Terms

28. Conducting EE Research
Coordinator will take students to a university library, if possible
Departments should give students advice based on their own research experiences
Make clear a documentation style you expect and is appropriate for research
Demand working bibliographies, outlines, and written notes or note cards

29. But I Looked It Up!

30. Revision Conference
Follows completion of the rough draft in September of senior year
Absolutely NO editing or marks on clean paper provided back to student
Comments provided in boxes on rubric only
Conference regarding draft can only occur once!

31. Supervisor’s Final Report
Must be signed by the candidate and the student
Requires estimate of total hours spent with candidate
Completed only after a predicted grade is given by the supervisor, with comments
Should NOT be signed if suspected of plagiarism

32. What is the Viva Voce? Verbal interview Lasts 10-15 minutes
Serves as conclusion to EE process
Opportunity for reflection
Can serve as plagiarism/malpractice check
Used to bolster holistic assessment
Should end on a positive note
Refer to page 20 in EE guide
Have everyone read pages of the guide.

33. Academic Integrity (pages 36-47)
Student is ultimately responsible.
Works or ideas of others must be correctly acknowledged.
Supervisor confirms that the EE the student submits is authentic work of the student.
Both plagiarism and collusion are forms of malpractice.
Same piece of work, or two versions of the same, cannot be submitted by the student

34. EE Supervisor Integrity Tips
Always require drafts
When in doubt, encourage citation
Give any suspicious read a second look 24 hours later
Fair and transparent application of rules
Cite the IB learner profile and school policy
Monitor progress regularly

35. Group Activity
Read over subject specific guidelines for your particular subject area.
Score one exemplar using the rubric to derive a predicted score. This mimics what you must do for each of your EE students.
Practice writing “non-editing” comments on the draft. Use the combined rubric for your subject matter to help you.

36. Group Activity: Scoring Guidelines
Scoring guidelines for EE supervisors

37. Scores for Sample Essays
Language A1 History Poets A (33) Israel A (31) Gatsby C (20) Mexico C (19) History Biology Israel A (31) Malaria D (10) Mexico C (19) Juice B (25) Plant Extracts A (33) Mathematics Fractional Calculus A (34) Visual Arts Papageorge C (20) Le Corbusier A (36)

38. Examiner Reports 2009 Biology
The most successful essays had a small number of a clearly defined and easily manipulated independent variables and a quantifiable and easily measured dependent variable. Successful essays often relied on the use of basic equipment of the type that can be normally found in a school, and were carried out in the school laboratory or in the local environment.
There can be no doubt that the quality, and to a lesser extent the quantity, of supervision received by a candidate can play a significant role in the success of an extended essay. Consequently there is a strong need for supervisors to familiarize themselves with the current guide and to assist the candidates in interpreting the requirements.

39. Examiner Reports 2009
History
Disappointing to see the continuation of three different research questions or titles; one on the front cover, a different one in the abstract, and a third version in the introduction.
Few essays submitted exceeded 4,000 words, but too many were very short, more like the length of a class essay.
Most candidates, even weaker ones, showed evidence of planning and the collection of some relevant data; use of “a sufficient or imaginative range of sources” was more problematical.
Abstracts continue to cause problems

40. Examiner Reports 2009 Language A1
The choice to follow well-trodden paths by writing on such classics as The Grapes of Wrath, Animal Farm and The Lord of the Flies, [produced] results no better than satisfactory; same was true in the case of popular contemporary works like J. K. Rowling’s, where the candidates tended to produce no more than uncritical expositions of theme and character.
Students should be urged to proof-read their essays carefully before submission.
Helping define a fruitful and manageable research question is the main challenge for supervisors.

41. Examiner Reports 2009
Math
Supervisors should err on the side of providing too much guidance rather than being too passive. It must never be forgotten that before being an instrument of assessment, EEs are meant to provide a learning opportunity, an active hands-on experience with the subject. This opportunity for learning must be carefully monitored by the supervisor who must try to make it as positive an experience as possible.

42. Examiner Reports 2009
Visual Arts/Studies
Many students were weak in Criterion F—without strong focused research question it is difficult to collect data and evaluate sources for comparison.
Supervisors and students need to thoroughly peruse the EE Guide 2007, including subject-specific details, applying constant reference in order to obtain higher standards.
The dependence of some candidates upon Wikipedia and similar sites is quite disheartening.
(Mentioned in almost all subject areas!!!)

43. Advice to All Supervisors
Some supervisors, unfortunately, appear not to have ever read the responsibilities of the supervisor and subject criteria guide in the EE guide.
Some supervisors are neglecting to write any comments on the candidates’ performance— though claiming great amounts of supervision time.
A sizeable proportion of essays contained very brief, uninformative comments or none at all while others wrote lengthy reports that contained irrelevant information.

44. Reviewing Goals…
Understand the requirements and process that will prepare students to write the Extended Essay (EE)
Gain a better understanding of the scoring rubric and the scoring process
Understand the roles and responsibilities of an EE supervisor
Be prepared to create a informational department presentation to guide diploma candidates toward an area of EE study
Questions?

45. The Big Picture: Semester Projects
(How) can we better prepare our students for the Extended Essay with the current semester project?
Where, if at all, do we feel students need more help in the research process?