extended essay in biology
The extended essay (EE) is an integral part of the IB Diploma course. In order to write a good EE in Biology you need to first of all be interested in and passionate about biology; and secondly be prepared to put in the hard work.
You will research and write about a biological topic or issue of relevance to you and your environment. Your
writing should cover the biological system – you must conduct an analytical argument.
It is important that you read through this guide before you even think about doing EE in Biology. You can also go to the IB and read through the subject specific guide or to the DP Extended Essay Home page
You will research and write about a biological topic or issue of relevance to you and your environment. Your
writing should cover the biological system – you must conduct an analytical argument.
It is important that you read through this guide before you even think about doing EE in Biology. You can also go to the IB and read through the subject specific guide or to the DP Extended Essay Home page
Extended Essay Information Guide (from the IBO)
Overview
An extended essay in biology provides you the student with an opportunity to apply a range of skills while researching a topic of personal interest in the field of biology. The nature of an extended essay in biology is characterized by a particular biological emphasis within the more general context of a scientific investigation.
An extended essay in biology provides you the student with an opportunity to apply a range of skills while researching a topic of personal interest in the field of biology. The nature of an extended essay in biology is characterized by a particular biological emphasis within the more general context of a scientific investigation.
Choice of topic
Environmental systems and societies focuses upon the interaction and integration of “natural” environmental systems and human societies. An essay in this subject should likewise focus on this relationship. It should not deal exclusively with ecological processes or with societal activities, but instead should give significant (though not necessarily equal) weight to both these dimensions. A topic should be chosen that allows the student to demonstrate some grasp of how both environmental systems and societies function in the relationship under study. For example, while the environmental systems and societies syllabus includes a study of pure ecological principles, in an extended essay it would have to be explored within the context of some human interaction with the environmental system. Similarly, while the syllabus includes a range of philosophical approaches to the environment, in the extended essay, these would need to be addressed in relation to specific natural systems.
Your choice of essay must emphasis the Biology of a topic even if it is an interdisciplinary topic area.
Before a final decision is made about the choice of topic the relevant subject guidelines should be carefully considered.
You should aim to choose a topic that is both interesting and challenging.. The topic chosen should be limited in scope and sufficiently narrow to allow you to examine an issue or problem in depth. It should present you with the opportunity to collect or generate information and/or data for analysis and evaluation. You are not expected to make a contribution to knowledge within a subject.
A crucial feature of any suitable topic is that it must be open to analytical argument. If the topic chosen fails in this regard, and lends itself only to a descriptive or narrative treatment, then the student will be denied a large proportion of the available credit according to the assessment criteria. For example, it would be of minimal value simply to describe a given nature reserve; it would be necessary to evaluate its relationship with a local community possibly, or compare its achievement with original objectives or with a similar initiative elsewhere. The topic must, in some way, leave room for an argument that students themselves construct and support from their own analysis of the information, rather than simply reporting analysed data obtained from other sources.
There are also some topics that should be considered unsuitable for ethical or safety reasons. For example, experiments likely to inflict pain on living organisms, cause unwarranted environmental damage or put pressure on others to behave unethically must be avoided. Similarly, experiments that pose a threat to health, possibly using toxic or dangerous chemicals, or putting oneself at physical risk during fieldwork, should be avoided unless adequate safety apparatus and qualified supervision are available.
These guidelines should be read in conjunction with the IB extended essay general guidelines.
Environmental systems and societies focuses upon the interaction and integration of “natural” environmental systems and human societies. An essay in this subject should likewise focus on this relationship. It should not deal exclusively with ecological processes or with societal activities, but instead should give significant (though not necessarily equal) weight to both these dimensions. A topic should be chosen that allows the student to demonstrate some grasp of how both environmental systems and societies function in the relationship under study. For example, while the environmental systems and societies syllabus includes a study of pure ecological principles, in an extended essay it would have to be explored within the context of some human interaction with the environmental system. Similarly, while the syllabus includes a range of philosophical approaches to the environment, in the extended essay, these would need to be addressed in relation to specific natural systems.
Your choice of essay must emphasis the Biology of a topic even if it is an interdisciplinary topic area.
- i. e.g. an essay which is based on Biochemistry must emphasis the Biology not the Chemistry.
- ii. e.g. essay which looks at human disease must emphasis the Biology not with the diagnostic or treatment of a disease.
Before a final decision is made about the choice of topic the relevant subject guidelines should be carefully considered.
You should aim to choose a topic that is both interesting and challenging.. The topic chosen should be limited in scope and sufficiently narrow to allow you to examine an issue or problem in depth. It should present you with the opportunity to collect or generate information and/or data for analysis and evaluation. You are not expected to make a contribution to knowledge within a subject.
A crucial feature of any suitable topic is that it must be open to analytical argument. If the topic chosen fails in this regard, and lends itself only to a descriptive or narrative treatment, then the student will be denied a large proportion of the available credit according to the assessment criteria. For example, it would be of minimal value simply to describe a given nature reserve; it would be necessary to evaluate its relationship with a local community possibly, or compare its achievement with original objectives or with a similar initiative elsewhere. The topic must, in some way, leave room for an argument that students themselves construct and support from their own analysis of the information, rather than simply reporting analysed data obtained from other sources.
There are also some topics that should be considered unsuitable for ethical or safety reasons. For example, experiments likely to inflict pain on living organisms, cause unwarranted environmental damage or put pressure on others to behave unethically must be avoided. Similarly, experiments that pose a threat to health, possibly using toxic or dangerous chemicals, or putting oneself at physical risk during fieldwork, should be avoided unless adequate safety apparatus and qualified supervision are available.
These guidelines should be read in conjunction with the IB extended essay general guidelines.
A further critical feature of a successful topic is the sharpness of its focus. If a topic is too broad, it will inevitably lead to a relatively superficial treatment that, again, is likely to penalize the student right from the start. In topics that are too broad, it is unlikely that students will be able to produce any significantly fresh analysis, arguments or meaningful conclusions of their own. To clarify the distinction between a broad and a sharply focused topic, the following examples of titles for environmental systems and societies extended essays are intended as guidance only. The pairings illustrate that focused topics (indicated by the first title) should be encouraged rather than the broad topics (indicated by the second title).
· “The ecological recovery of worked-out bauxite quarries in Jarrahdale, Western Australia” is better than “Environmental effects of mining”.
· “A comparison of the energy efficiency of grain production in The Netherlands and Swaziland” is better than “Efficiency of world food production”.
· “The comparative significance of different sources of carbon dioxide pollution in New York and
Sacramento” is better than “Impacts of global warming”.
· “Managing the environmental impact of paper use at a Welsh college” is better than “Paper recycling”.
It may further assist a student in refining the focus of their research if, beyond the topic and research question, he or she also produces a succinct statement outlining the overall approach of the investigation.
· “The ecological recovery of worked-out bauxite quarries in Jarrahdale, Western Australia” is better than “Environmental effects of mining”.
· “A comparison of the energy efficiency of grain production in The Netherlands and Swaziland” is better than “Efficiency of world food production”.
· “The comparative significance of different sources of carbon dioxide pollution in New York and
Sacramento” is better than “Impacts of global warming”.
· “Managing the environmental impact of paper use at a Welsh college” is better than “Paper recycling”.
It may further assist a student in refining the focus of their research if, beyond the topic and research question, he or she also produces a succinct statement outlining the overall approach of the investigation.
Some examples of this might be the following.
Topic Impact of exotic plants on herbivore diversity in Tanzania
To what extent does the length of time after an exotic plant has been introduced to an area, and the latitude from which it originates, affect the diversity of herbivores found feeding on it?
Research question
A fieldwork investigation into the diversity of epiphytic herbivores on a range of exotic plants in the Kilimanjaro region, linked to a brief historical study of each plant’s introduction.
Topic Evaluating the philosophical aims and achievement in local conservation
To what extent are the philosophical principles and objectives of a local conservation group being fulfilled in protecting the local environment?
Research question
An analysis of literature and attitudes from a conservation group, along with a quantitative analysis of records of environmental quality.
Topic The ecological footprint of the school canteen
From the major inputs and outputs of the school canteen, what overall estimate of its environmental impact can be made in terms of an ecological footprint?
Research question
An analysis of records and practical measurements assessing the inputs and outputs of the canteen, and a synthesis of data into a holistic model indicating the environmental impact.
For some investigations, particularly those that are experimental, a clearly stated hypothesis may be just as acceptable as, and possibly better than, a research question.
Since the IB course in environmental systems requires expertise in both earth and life sciences, it is to some degree interdisciplinary. Great care should be taken to ensure that the topic undertaken for an extended essay would not be more appropriate to biology or geography, but represents a truly integrated systems approach to the environment. Although similar assessment criteria apply to all extended essays in the experimental sciences, for an extended essay submitted in environmental systems the topic chosen must allow for a systems approach. That is to say, the topic should allow for the collection of objective, usually quantitative, data that can be used for the construction of appropriate models, such as graphical representations and flow diagrams.
Topic Impact of exotic plants on herbivore diversity in Tanzania
To what extent does the length of time after an exotic plant has been introduced to an area, and the latitude from which it originates, affect the diversity of herbivores found feeding on it?
Research question
A fieldwork investigation into the diversity of epiphytic herbivores on a range of exotic plants in the Kilimanjaro region, linked to a brief historical study of each plant’s introduction.
Topic Evaluating the philosophical aims and achievement in local conservation
To what extent are the philosophical principles and objectives of a local conservation group being fulfilled in protecting the local environment?
Research question
An analysis of literature and attitudes from a conservation group, along with a quantitative analysis of records of environmental quality.
Topic The ecological footprint of the school canteen
From the major inputs and outputs of the school canteen, what overall estimate of its environmental impact can be made in terms of an ecological footprint?
Research question
An analysis of records and practical measurements assessing the inputs and outputs of the canteen, and a synthesis of data into a holistic model indicating the environmental impact.
For some investigations, particularly those that are experimental, a clearly stated hypothesis may be just as acceptable as, and possibly better than, a research question.
Since the IB course in environmental systems requires expertise in both earth and life sciences, it is to some degree interdisciplinary. Great care should be taken to ensure that the topic undertaken for an extended essay would not be more appropriate to biology or geography, but represents a truly integrated systems approach to the environment. Although similar assessment criteria apply to all extended essays in the experimental sciences, for an extended essay submitted in environmental systems the topic chosen must allow for a systems approach. That is to say, the topic should allow for the collection of objective, usually quantitative, data that can be used for the construction of appropriate models, such as graphical representations and flow diagrams.
image from University of Florida
How do I come up with a good research question?
During the first meeting with your adviser, discuss the research you've done, your ideas, and the requirements for your subject. Decide on the most suitable research question
For some investigations, particularly those that are experimental, a clearly stated hypothesis may be just as acceptable as, and possibly better than, a research question.
- It isn't easy, but it is important!
- Decide on a subject in which to write the essay
- Check the list of available subjects here
- Read the IB's criteria for your subject
- Read an exemplar essay in your subject
- Decide on a topic within this subject
- Explore some possible research questions relating to this topic
- This means you will need to do some research!
- Discuss these with your adviser
During the first meeting with your adviser, discuss the research you've done, your ideas, and the requirements for your subject. Decide on the most suitable research question
For some investigations, particularly those that are experimental, a clearly stated hypothesis may be just as acceptable as, and possibly better than, a research question.
Treatment of the topic
An extended essay in environmental systems and societies may be investigated either through primary data collection (from fieldwork, laboratory experimentation, surveys or interviews) or, alternatively, through secondary data collection (from literature or other media). It may even involve a combination of the two, although, given the limited time available and word limit for the essay, the emphasis should be clearly with one or the other to avoid the danger of both becoming rather superficial. If the essay is focused largely on the collection of primary data, the student needs to exercise great care in selecting appropriate methods of data collection and carrying them out effectively. Before commencing the investigation, students should explore literature relating to their methodology, and also any pertinent research that may give them guidelines and useful points of theoretical comparison. Hence, even in an investigation based exclusively on primary data, the bibliography should indicate at least some recognition of secondary sources, perhaps supporting the choice and implementation of methods or providing an academic context for the conclusions.
If the essay is focused on secondary data, the student needs to take great care in selecting sources, ensuring that there is a sufficient quantity and range, and that they are all reliable. There is a great mass of populist, journalistic, partisan and unfounded claims available through the Internet and other media.
The student must take on the task of sorting through these and using only those sources that have some academic credibility. An essay of this type would normally be expected to produce a substantial bibliography and not be limited to just a few sources.
From whatever sources the data has been collected, it is vital that students are involved in producing their own analysis of the data and arguing their own conclusions. This will happen more naturally if the essay is based on primary data since the data will not have been previously analysed. A source of secondary data, however, may come with its own analysis and conclusions. In this case, it is essential that students further manipulate this data, or possibly synthesize it with other sources, so that there is clear evidence in the essay of the student’s personal involvement in analysis and drawing of conclusions. Whether using primary or secondary data, students should construct their own critical arguments by using and evaluating the sources available to them.
Finally, a central theme in the environmental systems and societies syllabus is the systems approach, and this should be reflected to some degree in the extended essay. The essay should include an attempt to model, at least partially, the system or systems in question. The term “model” in this context is intended in its broadest sense to include, for example, mathematical formulae, maps, graphical representations and flow diagrams. Systems terminology should also be used where appropriate.
An extended essay in environmental systems and societies may be investigated either through primary data collection (from fieldwork, laboratory experimentation, surveys or interviews) or, alternatively, through secondary data collection (from literature or other media). It may even involve a combination of the two, although, given the limited time available and word limit for the essay, the emphasis should be clearly with one or the other to avoid the danger of both becoming rather superficial. If the essay is focused largely on the collection of primary data, the student needs to exercise great care in selecting appropriate methods of data collection and carrying them out effectively. Before commencing the investigation, students should explore literature relating to their methodology, and also any pertinent research that may give them guidelines and useful points of theoretical comparison. Hence, even in an investigation based exclusively on primary data, the bibliography should indicate at least some recognition of secondary sources, perhaps supporting the choice and implementation of methods or providing an academic context for the conclusions.
If the essay is focused on secondary data, the student needs to take great care in selecting sources, ensuring that there is a sufficient quantity and range, and that they are all reliable. There is a great mass of populist, journalistic, partisan and unfounded claims available through the Internet and other media.
The student must take on the task of sorting through these and using only those sources that have some academic credibility. An essay of this type would normally be expected to produce a substantial bibliography and not be limited to just a few sources.
From whatever sources the data has been collected, it is vital that students are involved in producing their own analysis of the data and arguing their own conclusions. This will happen more naturally if the essay is based on primary data since the data will not have been previously analysed. A source of secondary data, however, may come with its own analysis and conclusions. In this case, it is essential that students further manipulate this data, or possibly synthesize it with other sources, so that there is clear evidence in the essay of the student’s personal involvement in analysis and drawing of conclusions. Whether using primary or secondary data, students should construct their own critical arguments by using and evaluating the sources available to them.
Finally, a central theme in the environmental systems and societies syllabus is the systems approach, and this should be reflected to some degree in the extended essay. The essay should include an attempt to model, at least partially, the system or systems in question. The term “model” in this context is intended in its broadest sense to include, for example, mathematical formulae, maps, graphical representations and flow diagrams. Systems terminology should also be used where appropriate.
Interpreting the assessment criteria
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.
To meet this criterion, a sharply focused research question defining the purpose of the essay must be stated clearly within the introduction. It is not sufficient simply to include it on the title page or in the abstract. To make “effective treatment possible”, first, it must not be too broad, which will lead to superficial treatment. Second, it must allow for critical argument, and not simply require a descriptive or narrative treatment. For example, “To what extent is X like Y?” allows for argument, whereas “What is X like?” only invites simple description.
The introduction should set the research question or hypothesis in context. For example, it might outline necessary theoretical principles on which the topic depends, summarize other related research conclusions, or give a brief history or geographical location of the issue under discussion. The introduction should also indicate the significance of the question being researched—Why is it important to answer it? What value might it have to others? What implications could the findings have?
It is also important that the introduction does not become too long. Material should only be included where it is directly required in order to follow the overall argument of the essay
In this subject, it can be quite acceptable to formulate the research question as a clearly stated hypothesis.
This may be particularly appropriate, for example, in experimental investigations. A hypothesis, as the starting point of an experimental investigation, will always lead to the implicit critical argument concerning the extent to which the results support or refute it.
Hypothesis
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.
To meet this criterion, a sharply focused research question defining the purpose of the essay must be stated clearly within the introduction. It is not sufficient simply to include it on the title page or in the abstract. To make “effective treatment possible”, first, it must not be too broad, which will lead to superficial treatment. Second, it must allow for critical argument, and not simply require a descriptive or narrative treatment. For example, “To what extent is X like Y?” allows for argument, whereas “What is X like?” only invites simple description.
The introduction should set the research question or hypothesis in context. For example, it might outline necessary theoretical principles on which the topic depends, summarize other related research conclusions, or give a brief history or geographical location of the issue under discussion. The introduction should also indicate the significance of the question being researched—Why is it important to answer it? What value might it have to others? What implications could the findings have?
It is also important that the introduction does not become too long. Material should only be included where it is directly required in order to follow the overall argument of the essay
In this subject, it can be quite acceptable to formulate the research question as a clearly stated hypothesis.
This may be particularly appropriate, for example, in experimental investigations. A hypothesis, as the starting point of an experimental investigation, will always lead to the implicit critical argument concerning the extent to which the results support or refute it.
Hypothesis
- A good research question will readily allow hypothesis to be formed.
- Written as statement that can be tested (not a question)
- A directional or non-directional hypothesis along with a Null hypothesis can be stated
- It will normally be a single sentence, no more than two.
- It must contain a reference to the effect of the independent variable on the dependant variable
- If possible this should be followed by a predictive graph with appropriate axis labels.
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Level 5-6
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The topic is communicated accurately and effectively.
The research question is clearly stated and focused.
Methodology of the research is complete.
There is evidence of effective and informed selection of sources and/or methods. 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. |
Criterion 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.
Students are expected to have a sound knowledge and understanding of environmental systems and societies, as detailed in the current Environmental systems and societies guide. For many topics, this knowledge will need to be supplemented through independent study. Ultimately, the student should possess sufficient knowledge of the topic to handle the issues and arguments effectively. To score highly on this criterion, a student would also need to show clear and perceptive links between their own study and the body of theoretical knowledge associated with this subject
Where the study involves experimentation or practical fieldwork, a detailed description of the procedures used, possibly with diagrams or photographs, should be given, such that an independent worker could effectively repeat the study. Careful attention should be given to the design of experiments to include use of, for example, quantification, controls, replication and random sampling, where appropriate. The selection of techniques should be explained and justified, and any assumptions upon which they depend should be clearly stated.
Be prepared to explain why you have chosen one line of inquiry rather than another:
If the study is based on the research of secondary data, students need to ensure that the selection of sources is sufficiently wide and reliable. Where Internet-based sources are used, for example, students should be particularly aware of their potential unreliability. Their process of selecting sources and data should be described and justified, and, in cases where there is a variety of relevant perspectives held, the selection of sources should reflect this. Where appropriate, there should be an indication of the methods by which the secondary data has been generated or the evidence upon which it is founded.
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.
Students are expected to have a sound knowledge and understanding of environmental systems and societies, as detailed in the current Environmental systems and societies guide. For many topics, this knowledge will need to be supplemented through independent study. Ultimately, the student should possess sufficient knowledge of the topic to handle the issues and arguments effectively. To score highly on this criterion, a student would also need to show clear and perceptive links between their own study and the body of theoretical knowledge associated with this subject
Where the study involves experimentation or practical fieldwork, a detailed description of the procedures used, possibly with diagrams or photographs, should be given, such that an independent worker could effectively repeat the study. Careful attention should be given to the design of experiments to include use of, for example, quantification, controls, replication and random sampling, where appropriate. The selection of techniques should be explained and justified, and any assumptions upon which they depend should be clearly stated.
Be prepared to explain why you have chosen one line of inquiry rather than another:
- When you are researching what’s already written on research topic, explain why you choose particular texts or authors
- rather than others.
- Explain how your research topic fits into the bigger picture of research and theory in Biology.
- Show some evaluation of your sources; how you know that the author is a credible source of information
- Explain your choice of experimental methods rather than other techniques.
- Explain your choice of statistical tests (justify your choice).
- Quote sources that support the direction of your research topic.
- Write long technical regurgitation of known theory.
- Leave out citations and references.
If the study is based on the research of secondary data, students need to ensure that the selection of sources is sufficiently wide and reliable. Where Internet-based sources are used, for example, students should be particularly aware of their potential unreliability. Their process of selecting sources and data should be described and justified, and, in cases where there is a variety of relevant perspectives held, the selection of sources should reflect this. Where appropriate, there should be an indication of the methods by which the secondary data has been generated or the evidence upon which it is founded.
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Level 5-6
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Knowledge and understanding is excellent.
The use of subject-specific terminology and concepts is accurate and consistent, demonstrating effective 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. |
Criterion C: Critical thinking
This criterion assesses the extent to which critical-thinking skills have been used to analyse and evaluate the research undertaken.
There should be a clear step-by-step logical argument linking the raw data to the final conclusions. Each step or proposition on the way should be defended against any plausible alternatives and potential criticisms with clear evidence. Personal opinions are acceptable, but again should be convincingly substantiated by the available evidence. The argument must directly answer the research question in the precise way that it has been formulated.
Analytical skills can be demonstrated in the selection, manipulation and presentation of quantitative or qualitative data gathered from either primary or secondary sources. They will be most obviously apparent in the employment of such things as graphical representations, mathematical manipulations or flow diagrams. Analytical skills may also be evident in the student’s ability to select specific data from sources, identifying their relevance and relationships to one another, and reorganizing them into an effective verbal argument.
Evaluative skills will be apparent in the students’ reflections on the reliability and validity of the data gathered, and their subsequent interpretations. For essays concerned largely with collecting primary data, this will involve discussing inadequacies in the experimental design, the validity of assumptions made, limitations of the investigation, and any systematic errors and how they might have been avoided.
For essays concerned largely with collecting secondary data, similar considerations should be applied to the sources that were accessed.
It is highly recommended that this aspect of the essay is given a separate section with its own heading.
It should contain a brief, concise statement of the conclusion that is in direct response to the research question or hypothesis. This should not involve new information or arguments, but should be a summary of what can be concluded from, and is supported by, the evidence and argument already presented.
In addition to the concluding statement, students should identify outstanding gaps in their research or new questions that have emerged and deserve further attention
This criterion assesses the extent to which critical-thinking skills have been used to analyse and evaluate the research undertaken.
There should be a clear step-by-step logical argument linking the raw data to the final conclusions. Each step or proposition on the way should be defended against any plausible alternatives and potential criticisms with clear evidence. Personal opinions are acceptable, but again should be convincingly substantiated by the available evidence. The argument must directly answer the research question in the precise way that it has been formulated.
Analytical skills can be demonstrated in the selection, manipulation and presentation of quantitative or qualitative data gathered from either primary or secondary sources. They will be most obviously apparent in the employment of such things as graphical representations, mathematical manipulations or flow diagrams. Analytical skills may also be evident in the student’s ability to select specific data from sources, identifying their relevance and relationships to one another, and reorganizing them into an effective verbal argument.
Evaluative skills will be apparent in the students’ reflections on the reliability and validity of the data gathered, and their subsequent interpretations. For essays concerned largely with collecting primary data, this will involve discussing inadequacies in the experimental design, the validity of assumptions made, limitations of the investigation, and any systematic errors and how they might have been avoided.
For essays concerned largely with collecting secondary data, similar considerations should be applied to the sources that were accessed.
It is highly recommended that this aspect of the essay is given a separate section with its own heading.
It should contain a brief, concise statement of the conclusion that is in direct response to the research question or hypothesis. This should not involve new information or arguments, but should be a summary of what can be concluded from, and is supported by, the evidence and argument already presented.
In addition to the concluding statement, students should identify outstanding gaps in their research or new questions that have emerged and deserve further attention
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Level 10–12
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The research is excellent.
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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.
Students are expected to use appropriate scientific and systems terminology, as employed in the current
Environmental systems and societies guide.
This criterion relates to the extent to which the essay conforms to academic standards about the way in which research papers should be presented. The presentation of essays that omit a bibliography or that do not give references for quotations is deemed unacceptable (level 0). Essays that omit one of the required elements—title page, table of contents, page numbers—are deemed no better than satisfactory (maximum level 2), while essays that omit two of them are deemed poor at best (maximum level 1).
Particular attention should be paid to the use of graphs, diagrams, illustrations and tables of data. These should all be appropriately labelled with a figure or table number, a title, a citation where appropriate, and be located in the body of the essay, as close as possible to their first reference. Any downloaded or photocopied material included should be clearly legible.
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.
Students are expected to use appropriate scientific and systems terminology, as employed in the current
Environmental systems and societies guide.
This criterion relates to the extent to which the essay conforms to academic standards about the way in which research papers should be presented. The presentation of essays that omit a bibliography or that do not give references for quotations is deemed unacceptable (level 0). Essays that omit one of the required elements—title page, table of contents, page numbers—are deemed no better than satisfactory (maximum level 2), while essays that omit two of them are deemed poor at best (maximum level 1).
Particular attention should be paid to the use of graphs, diagrams, illustrations and tables of data. These should all be appropriately labelled with a figure or table number, a title, a citation where appropriate, and be located in the body of the essay, as close as possible to their first reference. Any downloaded or photocopied material included should be clearly legible.
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Level 3-4
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Presentation is good.
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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 on the RPPF, with the supervisory comments and extended essay itself as context.
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 on the RPPF, with the supervisory comments and extended essay itself as context.
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Level 5-6
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Engagement is excellent.
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image from Alfa Tools Africa
Self assessment
The table below is designed to help you think about the assessment criteria and whether you have addressed the expectations within your essay. You do not need to address all of the questions posed, but they do provide some guidance in terms of what to consider. (From IBO)
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Criterion
A: Focus and method
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Unpacking the criteria
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.
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B: Knowledge and understanding
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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.
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C: Critical thinking
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This criterion assesses the extent to which critical thinking skills have been used to analyse and evaluate the research undertaken.
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D: Presentation
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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.
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E. Engagement
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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 students RPPF.
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Grade descriptors
The extended essay is externally assessed, and as such, supervisors are not expected to mark the essays or arrive at a number to translate into a grade. Predicted grades for all subjects should be based on the qualitative grade descriptors for the subject in question. These descriptors are what will be used by senior examiners to set the boundaries for the extended essay in May 2018, and so schools are advised to use them in the same way.
The extended essay is externally assessed, and as such, supervisors are not expected to mark the essays or arrive at a number to translate into a grade. Predicted grades for all subjects should be based on the qualitative grade descriptors for the subject in question. These descriptors are what will be used by senior examiners to set the boundaries for the extended essay in May 2018, and so schools are advised to use them in the same way.
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