Extended

essay – Assessment criteria

0 Level 1-2 Level 3-4 Level 5-6

The topic is communicated unclearly and incompletely. The topic is communicated. The topic is communicated accurately and effectively.
• Identification and explanation of the topic is limited; • Identification and explanation of the research topic is • The research is clear and appropriate.
the purpose and focus of the research is unclear, or communicated; the purpose and focus of the
does not lend itself to a systematic investigation in research is adequately clear, but only partially The research question is clearly stated and focused.
the subject for which it is registered. appropriate. • The research question is clear and addresses an issue
of research that is appropriately connected to the
The research question is stated but not clearly The research question is clearly stated but only partially discussion in the essay.
Criterion A: Focus and method

expressed or too broad. focused.

• The research question is too broad in scope to be • The research question is clear but the discussion in Methodology of the research is complete.
The work does not reach a standard outlined by the descriptors.

treated effectively within the word limit and the essay is only partially focused and connected to • An appropriate range of relevant source(s) and/or
requirements of the task, or does not lend itself to a the research question. method(s) have been applied in relation to the topic
systematic investigation in the subject for which it is and research question.
Methodology of the research is mostly complete.
registered. • There is evidence of effective and informed selection
• The intent of the research question is understood but • Source(s) and/or method(s) to be used are generally of sources and/or methods.
has not been clearly expressed and/or the discussion relevant and appropriate given the topic and
of the essay is not focused on the research question. research question.
• There is some evidence that their selection(s) was
Methodology of the research is limited. informed.
• The source(s) and/or method(s) to be used are
limited in range given the topic and research If the topic or research question is deemed inappropriate
question. for the subject in which the essay is registered no more
• There is limited evidence that their selection was than four marks can be awarded for this criterion.
informed.

Knowledge and understanding is limited. Knowledge and understanding is good. Knowledge and understanding is excellent.
Criterion B: Knowledge & understanding

• The selection of source material has limited relevance • The selection of source material is mostly relevant • The selection of source materials is clearly relevant
and is only partially appropriate to the research and appropriate to the research question. and appropriate to the research question.
question. • Knowledge of the topic/discipline(s)/issue is clear; • Knowledge of the topic/discipline(s)/issue is clear and
• Knowledge of the topic/discipline(s)/issue is there is an understanding of the sources used but coherent and sources are used effectively and with
anecdotal, unstructured and mostly descriptive with their application is only partially effective. understanding.
sources not effectively being used.
Use of terminology and concepts is adequate. Use of terminology and concepts is good.
Use of terminology and concepts is unclear and limited. • The use of subject-specific terminology and concepts • The use of subject-specific terminology and concepts
• Subject-specific terminology and/or concepts are is mostly accurate, demonstrating an appropriate is accurate and consistent, demonstrating effective
either missing or inaccurate, demonstrating limited level of knowledge and understanding. knowledge and understanding.
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.

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0 Level 1-3 Level 4-6 Level 7-9 Level 10-12

The research is limited. The research is adequate. The research is good. The research is excellent.
• The research presented is limited and • Some research presented is • The majority of the research is • The research is appropriate to the
its application is not clearly relevant to appropriate and its application is appropriate and its application is research question and its application
the RQ. partially relevant to the Research clearly relevant to the research is consistently relevant.
question. question.
The work does not reach a standard outlined by the descriptors.

Analysis is limited. Analysis is excellent.

• There is limited analysis. Analysis is adequate. Analysis is good. • The research is analysed effectively
• Where there are conclusions to • There is analysis but this is only • The research is analysed in a way that and clearly focused on the research
individual points of analysis these are partially relevant to the research is clearly relevant to the research question; the inclusion of less relevant
limited and not consistent with the question; the inclusion of irrelevant question; the inclusion of less relevant research does not significantly detract
evidence. research detracts from the quality of research rarely detracts from the from the quality of the overall
Criterion C: Critical thinking

the argument. quality of the overall analysis . analysis.

Discussion/evaluation is limited.
• Any conclusions to individual points of • Conclusions to individual points of • Conclusions to individual points of
• An argument is outlined but this is analysis are only partially supported analysis are supported by the analysis are effectively supported by
limited, incomplete, descriptive or by the evidence. evidence but there are some minor the evidence.
narrative in nature. inconsistencies.
• The construction of an argument is Discussion/evaluation is adequate. Discussion/evaluation is excellent.
unclear and/or incoherent in structure • An argument explains the Discussion/evaluation is good. • An effective and focused reasoned
hindering understanding. research but the reasoning contains • An effective reasoned argument is argument is developed from the
• Where there is a final conclusion, it is inconsistencies. developed from the research, with a research with a conclusion reflective
limited and not consistent with the • The argument may lack clarity and conclusion supported by the evidence of the evidence presented.
arguments/evidence presented. coherence but this does not presented. • This reasoned argument is well
• There is an attempt to evaluate the significantly hinder understanding. • This reasoned argument is clearly structured and coherent; any minor
research, but this is superficial. • Where there is a final or summative structured and coherent and inconsistencies do not hinder the
conclusion, this is only partially supported by a final or summative strength of the overall argument or
If the topic or research question is deemed consistent with the conclusion; minor inconsistencies may the final or summative conclusion.
inappropriate for the subject in which the arguments/evidence presented. hinder the strength of the overall • The research has been critically
essay is registered no more than three argument. evaluated.
• The research has been evaluated but
marks can be awarded for this criterion. • The research has been evaluated, and
not critically.
this is partially critical.

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0 Level 1-2 Level 3-4

Presentation is acceptable. Presentation is good.

The work does not reach a standard outlined by the descriptors.

• The structure of the essay is generally appropriate in terms of the expected • The structure of the essay clearly is appropriate in terms of the expected
Presentation
Criterion D:

conventions for the topic, argument and subject in which the essay is registered. conventions for the topic, the argument and subject in which the essay is
• Some layout considerations may be missing or applied incorrectly. registered.
• Weaknesses in the structure and/or layout do not significantly impact the reading, • Layout considerations are present and applied correctly.
understanding or evaluation of the extended essay. • The structure and layout support the reading, understanding and evaluation of the
extended essay.

Level 1-2 Level 3-4 Level 5-6

Engagement is limited. Engagement is good. Engagement is excellent.

• Reflections on decision-making and planning are • Reflections on decision-making and planning are • Reflections on decision-making and planning are
Criterion E: Engagement

mostly descriptive. analytical and include reference to conceptual evaluative and include reference to the student’s
• These reflections communicate a limited degree of understanding and skill development. capacity to consider actions and ideas in response to
personal engagement with the research focus and/or • These reflections communicate a moderate degree of setbacks experienced in the research process.
research process. personal engagement with the research focus and • These reflections communicate a high degree of
process of research, demonstrating some intellectual intellectual and personal engagement with the

initiative. research focus and process of research,
demonstrating authenticity, intellectual initiative
and/or creative approach in the student voice.

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