Strategically Breaking Down the Extended Essay Mark Scheme

 April 19, 2024

This week I thought I’d share a detailed breakdown of the Extended Essay Mark Scheme in a way that is relevant to every IB teacher.

Teaching in the IB can feel like an overwhelming task at times.  

I had a new IB teacher come into my room one time and say, “Brad, this IB program is HUGE.  Just when I feel like I get my arms wrapped around it, I realize it’s bigger than I realized.”  

I’ve been there too.

Here’s why this is often the case:

• Lack of formal training for new IB teachers.
• Lack of professional development time during the year.
• Teacher isolation
• The IB rarely explicitly tells us “how to do” anything overtly

But with a little bit of thought, experience, and discernment, you realize that the IB actually gives you all of the information you need to thrive in the classroom. 

Let’s first take a look at the mark scheme.  Here’s a complete downloadable version too.

 

 

As you can see, there are a total of 34 marks on the Extended Essay.  

But you might also note that 10 of the 34 marks are not about the paper at all.  They are about the Presentation (4 Marks) and the Engagement (6 Marks).  This is critical for us to know because it is here that we as Supervisors can have an enormous impact on the student’s outcome.  

Before we start breaking this down from the easiest to the most difficult marks to earn, let’s take a look at the Grade Boundaries:

 

 

While these ranges may vary slightly from year to year, you can count on these being the grade ranges of marks earned to earn an A or B and so forth.  

We good?  

Ok, so here’s my take on how to break down the Extended Essay mark scheme into something that feels more manageable: From the easiest marks for students to earn to the most difficult.  

Let’s take a look…

 

Breaking down the Mark Scheme from Easiest to Hardest

#1.  Criterion D: Presentation (4 Marks) – The Easiest

Here is what the marks scheme says:

“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”.

In other words, this criterion assesses the presentation of the essay. Or rather, simply the way that it looks as you flip through it. It looks at the organization, the formal elements (such as the title page, table of contents, page numbers), and the correct and consistent use of a citation style. And as we know, consistent use of a citation style can be easily achieved by using citation tools and following the guide.  

Let’s take a look at the actual mark scheme:

 

 

My thoughts and advice:

• This is where we can have the most impact on a kid’s paper.
• This criterion is literally about the way the paper looks based on the Subject Area that we teach.  I teach IB Economics, so I know the “standard format expected” for a paper in Economics.  It’s that easy.
• Don’t be “nice” here.  Be strict, be formal, no exceptions.
• Need examples of solid format already sanctioned by the IB?  Click here.
• My strategy here is: “Let’s not give the IB examiner any reason to take off marks.”  Perfection here is obtainable.  So, let’s do it!
• Goal for Criterion D:   4 / 4 Marks.  We have all of the power on this one.

 

#2.  Criterion E: Engagement (6 Marks) – Second Easiest

Here is what the marks scheme says:

“This criterion assesses the student’s engagement with their research focus and the research process.”

Engagement.  

Engagement. 

Engagement.  

It’s all about the student writing about his or her own engagement in the EE process.  

Where? In their three reflections: The Initial, The Interim, and The Final.  

Let’s take a look at the actual mark scheme:

 

 

My thoughts and advice:

• First Big Thought:  These reflections are evaluative.  Not descriptive.  Not analytical. They are evaluative, which means they evaluate how the student has managed the two specific processes—the research focus and the research process.
• Second Big Thought:  The mark scheme identifies two processes for the kid to write about.
  • Process 1: The windy road process to arrive at a research focus or in other words, the research question.
  • Process 2: The linear process of going from the beginning to the end of the EE process.  
• Third Big Thought: The IB loves their words so use them.
  • Students should literally only use the IB’s words from the mark scheme in their reflections.  Look at the 5-6 mark band.  
    • What does it say?  
      • “Evaluate and include references to the student’s capacity to consider actions and ideas in response to challenges experienced in the research process.”  
      • “These reflections communicate a high degree of intellectual and personal engagement with the research focus and the research process.”
  • So, in the interview process have students first identify their challenges and then evaluate (or judge) how they overcame those challenges.  
  • Then have the talk about how engaged (or not) they have been in the EE process since the last interview.  
  • Then in their reflections have them use the word engagement as many times as they possibly can.  I mean it.  No synonyms.
• Last Big Thought:  Teach the writing of the reflections overtly.  Here’s my writing structure if you want to take it.
• Goal for Criterion E:   5 / 6 Marks.  We have all of the power on this one too.

 

#3.  Criterion A: Focus and Method (6 Marks) – Less Easy

Here is what the marks scheme says:

“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.”

The Topic.  The Research Question.  The Methodology.

We gotta stay hyper-focused here.  

The student should overtly write about these three elements in the beginning “intro” section of his or her paper.  

Overtly.  That is the keyword. 

They should be overt.  

Let’s take a look at the actual mark scheme for Criterion A:

 

 

My thoughts and advice:

• Look at how the mark scheme is structured.  There are three parts:
  • The Topic
  • The Research Question
  • Methodology
• What is the IB telling us here?  
  • Simple.  Write a wisely crafted introduction section of the Extended Essay that overtly states the topic of the paper, the research question being explored, and the methodology the student is going to use to prove (or disprove) the research question.  This is critical to realize! 
• My strategy with students here on Criterion A.  Use the top mark band of the mark scheme as their outline for their introduction of the essay.  In other words, do this:

 

 

• Don’t get cute.  My dad was my soccer coach when I was young.  I thought I was cool so I always tried to dribble the ball through the other team to score.  It drove my dad nuts.  One day he said do me with a stern voice, “Brad!  Don’t get cute.  Just pass the ball to your teammate closer to the goal.”  This is great advice for this criterion.  Don’t get cute.  Just give the IB what they want and it’s right there in the mark scheme.
• As Supervisors, we can have a lot of influence here on Criterion A.  Beware of the really efficient first language writer.  They can fool you with their flowery sentences.  Tell them not to get cute.  Just give the IB what they want, and it’s right there in the mark scheme.
• Goal for Criterion A:   5 / 6 marks.  

 

#4.  Criterion B: Knowledge and Understanding (6 Marks) – Harder

Here is what the marks scheme says: 

“This criterion assesses the extent to which the research relates to the subject area used to explore the research question, and additionally the way in which this knowledge and understanding is demonstrated through the use of appropriate terminology and concepts.”

Translation?  

This criterion assesses how effectively the student embeds critical terms, concepts, and knowledge they learned from their class into the Essay.   

Here’s a look at the mark scheme for Criterion B:

 

 

My thoughts and advice:

• Finally, we can be the expert!  I mean that.
• Look, Criterion B is literally judging the student on how well he or she embeds the information we taught them in our class into their paper.
• So, my expertise is in IB Economics, therefore, I should know exactly the terms and concepts and knowledge that the student needs to use in order to effectively discuss the real-life example they have chosen.  
• This is true for all Subject Areas, so be strong here.  Be clear.  You know best, so guide your Advisee with confidence.  
• Goal for Criterion B:   5 / 6 marks.  

 

#5.  Criterion C: Critical Thinking (12 Marks) – The Hardest 

Here is what the marks scheme says:

“This criterion assesses the extent to which critical-thinking skills have been used to analyze and evaluate the research undertaken.”

That’s right.  

Analyze and Evaluate.  

The most difficult skills to master for anyone—much less 17-18 year old kids.   

Before I share my thoughts, let’s take a look at the mark scheme for Criterion C:

 

 

My thoughts and advice:

• Let’s say it straight.  This is where we have the least amount of impact on the outcome of the paper.  
• This is very dependent on the student’s interest level, intellectual engagement, effort, and ultimately the amount of time they put into the paper.
• But look at the way the mark scheme is structured.  
  • The Research
  • Analysis
  • Discussion/Evaluation
• And then look at the adjectives at the end of the bullet points.  Let’s zoom in:

• To earn 7 to 9 marks the research, analysis, and evaluation have to be “good”.
• To earn top marks (10-12) the research, analysis, and evaluation have to be “excellent”.
• Takeaway Point:  Don’t you think we can get our Advisee to write an essay where the research, analysis, and evaluation are “good”?  I do.  Right?  
• So while this may be the most student-dependent criterion, we can work with the student to deepen his or her thoughts to the level of “good”.  If we do that, are serving our Advisee.
• Goal for Criterion C:   7 / 12 marks.  

 

Where does that leave us?  

Better prepared, I hope!  

The Extended Essay is a long and windy process for everyone in the school—but especially for the kid.  Often this is the first time in their academic lives that they have to manage such a long and sustained research and writing process.  

It’s hard.  

It’s new.  

And it can be difficult for them to know what to do and when.  But that’s the assignment.  Those are precisely the skills that the IB is hoping students gain from this experience—and we as adults are here to guide and supervise these brilliant minds through this process.

I love supervising the Extended Essay.  

I love the journey.  

I love watching my students mature and evolve over the year-long process.  

And most of all, I love what I learn from these kid’s papers!  It’s why I have loved being the Extended Essay Coordinator all of these years.

Wishing you the best and I hope you found this week’s newsletter helpful to the great work you do out there!

See you next week!