Overview
Internal Assessment Criteria
The new assessment model uses five criteria to assess the final report of the individual investigation with the following raw marks and weightings assigned:
Criterion A: Personal Engagement
Criterion B: Exploration
Criterion C: Analysis
Criterion D: Evaluation
Criterion E: Communication
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Assessment CriteriaClick on this link for a copy of the Assessment Criteria.
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Assessment
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PERSONAL ENGAGEMENT: This criterion assesses the extent to which the student engages with the exploration and makes it their own. Personal engagement may be recognized in different attributes and skills. These could include addressing personal interests or showing evidence of independent thinking, creativity or initiative in the designing, implementation or presentation of the investigation. |
Assessment:
THE INTERIM REFLECTION SESSION
At this stage the RRS may include reactions to readings, progress in the timeline for completion of the extended essay, a possible outline of arguments, challenges encountered and the strategies used to overcome them.
Example of the second reflection:
Once I had read the play a couple of times and also read the production notes, I became interested in the role of lighting in the play. That’s how I decided to investigate the degree to which the family’s hope is reflected in the choice of lighting in the play. My supervisor was also happy with my research question which gave me hope that I was finally on the right track! He also told me to look at the assessment criteria so that I can evaluate my essay myself based on the criteria.
THE FINAL REFLECTION SESSION
During the viva voce, which takes place at the completion of the extended essay process, the RRS can form the basis for discussion about the process of completing the essay. Students can show what they have learned about the topic, the research process followed, their own learning, as well as outlining new questions they have uncovered. Most importantly, during the viva voce the RRS may help to highlight the personal significance of the work to the student and ultimately contribute to the supervisor's report.
Example of the third reflection:
Because I spent so long trying to decide which literary work to focus on, I was quite pressed for time towards the end. If I was to go through the process again, I would definitely have started earlier and tried to be more decisive in the beginning. However, being pressed for time also meant that I developed stronger time management skills because I needed to make sure I get the essay done in the time I had. Overall I am very happy with the way my essay went. Exploring a play was quite new to me and it definitely made me aware of the different analysis that goes into investigating a play rather than a novel. I also learnt how to better conduct research because I needed to find sources to justify my arguments.