Extended Essay Teacher Supervisor Guide 2017/2019 You will also need: Student Guide for the 2017/2019 cohort Subject Specific Guidance/Assessment Criteria Exemplars [ most demonstrate old guidelines] Examiner Reports All available to download at: risslibrary.wikispaces.com and printed copies are available to view in the library. Before reading this, please read the Student Guide provided to students The IBO Guide supersedes any advice or guidance given here and Supervisors should be acquainted with all sections relevant to them
Transcript
Extended Essay
Teacher Supervisor Guide 2017/2019
You will also need: Student Guide for the 2017/2019 cohort
Subject Specific Guidance/Assessment Criteria
Exemplars [ most demonstrate old guidelines]
Examiner Reports
All available to download at: risslibrary.wikispaces.com and printed copies are available to view in the library.
Before reading this, please read the Student Guide provided to students
The IBO Guide supersedes any advice or guidance given here and Supervisors should be acquainted with all sections relevant to them
Assessment criteria: general and specific to your subject (in the IBO Extended Essay Guide)
Examples of good EE in your subject and reports produced by the IBO Many are available to view at: http://risslibrary.wikispaces.com/Extended+Essay+Exemplars and are printed out to view in the library
Subject specific examiner reports
What am I expected to do as a supervisor?
Please do not accept more than 3 student supervisees
Hold 3 formal meetings with each student – after the IB Core Day presentation of the RQ, at the end of June, and the final viva voce
Plan for a minimum of 20 minutes for each meeting as suggested by the IBO.
Verify the student written reflection after each meeting
Conduct a formal “draft conference” once 4000 draft is submitted
Spend between 3-5 hours one-on-one time with each student discussing the progress of the extended essay. (does not include lab supervision time but does include the 3 formal meetings plus the formal Draft Conference)
Attend the presentation of Research Question (RQ) by each of your supervisees during IB CORE Day on March 30. The opportunity for the students to present their RQ is meant to help the student consolidate and invest in their research question. It’s also an opportunity for all interested staff to learn about the EE’s in their area of expertise so that they may offer advice and encouragement along with the supervisor. This also provides a forum to make suggestions for improving the all-important research question.
You should provide advice guidance and support to the student in a) deciding on the specific research question so that it is appropriate for
the subject and Extended Essay format b) researching their topic/ question (i.e. where to find them, what to look
for etc.) c) structuring and writing the Extended Essay d) regularly referring the student to the general and subject specific
comment only on their final draft with suggestions for improvement (Formal Draft Conference)
After the Viva Voce, write a brief supervisor’s report on the “Reflections on Planning and Progress” (RPP) form and sign that “To the best of my knowledge, the extended essay is the authentic work of the candidate.” (This is only new insofar as the Viva Voce is now mandatory and there is an online form for the Supervisor’s report).
Submit a predicted grade for each student to the EE Coordinator
What can I not do?
Allow student passion for an idea to cloud your objectivity.
You must not write the students EE for them
You must not write the EE question for them (but you will need to assist in refining the question)
You cannot edit their first draft
You must not allow them to choose a research topic or question which is not appropriate for the EE or that will not allow them to access the top marks in particular assessment criteria
You should not let the student just drift without working regularly on their EE
Where do I start?
Set your expectations: “You will chase me, not the other way round. You will see me regularly.”
“You will teach me about an area of subject, and I will teach you how to write an essay.”
“Keep a Researcher’s Reflection Space (journal). Everything we discuss, every idea, every thought, every conversation and all your reading and notes should be in it.”
Advice on choosing a Research Question:
Getting the exact research question right is one of the most important parts
for both you and the student
Start with the students’ topic choices.
The RQ must be manageable from the point of view of time and the 4,000 word limit. The main trap students fall into is making their research question too broad.
It is best to avoid topics and questions too well-trodden as they restrict the student’s ability to come to personal judgements.
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The research question must be in the form of a question. This helps them keep the EE focussed and makes it easier to come to a conclusion based on a systematic investigation.
It is best to avoid questions which lead to a more narrative and descriptive response. Marks are given for reasoned argument, analysis and evaluation. In particular steer students away from topics which are more biographical, unless it is a History EE which is going to lead to an evaluation of their historical significance.
What’s the academic context/significance? – Show me some reading.
Where are your sources coming from? Show them to me. How are you making them original (This is where many essays fail to get an A – they are using back information from Google, no imagination)?
What are you going to do with this information?
The IBO EE guide has a great deal of subject specific advice to guide you to help students in choosing the research question.
Group specific advice on choosing a research question:
Group 1
It is better to avoid books they are already studying
Avoid biography and social history as it is an analysis of literature
Avoid juvenile and teenage fiction – it is not appropriate to an EE as the IB sees it. It is supposed to be an academic piece of analysis such as will impress an University Tutor
They can compare a book written in English with one translated into English
Group 2
They must write it in the target language and it must be about a subject relevant to the target culture (i.e. it must be written in French about French culture & society, language or literature)
Any literature examined must have been written originally in the target language
Group 3
Giving the research question a local angle can be very good for allowing opportunities for personal judgement
Avoid “What if..?” questions and questions which are will lead to too much biography or description of the social context. Analysis and evaluation are required.
For History, an analysis of reliability and/or representativeness of sources will be crucial, primary and/or secondary
For ITGS the EE requires both primary and secondary data
For Business Management, the research must be primarily based on secondary data not primary
For Geography, the research can include primary data but the EE need not place so strong an emphasis on primary field data
Group 4
The research question needs to keep them within the subject they have chosen and not become trans-disciplinary (i.e. if it is Biology, it should incorporate biological theories and not drift into Chemistry or Physics)
The EE will be marked on its subject specific content according to what subject it is registered under (i.e. an EE registered as Chemistry will be judged on its chemical content).
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For Experimental EEs, they need to have a fairly straightforward experiment which they can conduct rigorously. You do not need to be the supervising adult, but they will need one. They should avoid experiments for which the outcome is already well documented. Some topics are unsuitable for investigation because of ethical or safety issues.
For Library-based EEs, A questionnaire, survey or a library-based topic in Group 4 may be easier to research (in school or at a University library) but you need to manage a large amount of material and be selective for relevant information.
Group 5
For ideas look in books about “100 greatest unsolved mathematical problems”
Avoid questions which are too trivial in terms of the mathematics
Mathematical topics can be chosen from areas such as engineering, the science and social sciences. The approach and development of the question must be mathematical
Group 6
Avoid purely biographical or historical research questions.
For Visual Art, the research question should focus on the works of Visual Art. Visual Art can include architecture, photography and installations. Interviews with local artists, practitioners and authorities can be very effective.
World Studies Must involve two IB disciplines
Must be a topic of global significance
Must link a local situation to a global situation
NB – Developing a World Studies Inter-disciplinary Research Question requires a slightly different process:
1. choose a topic of global significance 2. see how this topic is illustrated in a local context 3. make a clear rationale for taking an inter-disciplinary approach 4. Select the IB disciplines through which you plan to explore the topic
After students present their Research Question on the IB Core Day:
The EE Café is counted as a formal mandatory supervisor meeting. Shortly after that, and before they begin to write their EE they should be able to sit down and talk through the entire EE with you. Use the following questions.
What is your research question?
What theory/concept are you hanging your EE on?
What’s the academic context?
What’s the significance?
Where is your data/sources coming from?
How are you planning to make it original?
How are you presenting it?
What do you expect your data/findings to show?
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Do you expect to encounter any problems? Ask them to show you their Researchers Reflection Journal including notes from all meetings. If they can do all this, they are ready to start writing.
Golden Rule - If you cannot conceptualize the extended essay in your head, you can almost guarantee with 100% certainty that the student won’t be able to. If the student cannot answer these questions they won’t produce a good EE because they don’t know where they are going with it. They will write one paragraph at a time, and it won’t flow.
What if the student is at risk of not meeting deadlines?
Speak to the student and speak to the EE coordinator
Tell the student what you are expecting to see from them and when
Remind them that not meeting deadlines makes their EE more difficult to complete and that not handing in a sufficiently good EE might mean they fail the whole Diploma Programme
Keep on speaking to the student and the EE coordinator
Referral to IB coordinator if student is still not meeting deadlines
What if the student is in danger of not achieving the Minimum Grade we should expect of their EE?
Speak to the student and speak to the EE Coordinator
Tell the student what you are expecting to see from them and by when
Help them in making a detailed plan about how to meet these requirements
What is the role of the EE Coordinator in relation to Extended Essays?
Report to the IB Coordinator
Set the internal deadlines
Keep the “Reflection and Planning Progress” forms for each student
Support you and the students in understanding the EE requirements and procedures and in making the EE a success
What is the role of the Teacher Librarian in relation to Extended Essays?
Teach inquiry process and research skills
Teach research databases & provide individual instruction on finding quality resources
Teach referencing and citation skills
Give individual instruction on referencing and formal presentation
Is there a viva voce interview? Once the students have completed their EE and as part of the “Reflections
and Planning Progress”, they will have a mandatory viva voce interview. It
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will be led by the supervisor. The EE coordinator will provide some guiding questions that may be used during the viva-voce
The purpose of these interviews is threefold: 1. To help check on plagiarism 2. To give the students an opportunity to reflect on the EE process and
consolidate what they have learnt 3. To help write the supervisor’s report
The interview should last about 20 minutes and is counted as part of the 3-5 hours the supervisor should spend with the student.
Advice on library-based researching
Text books should never be the only source of research.
The students should conduct some basic research as part of their selection of a research question.
The Teacher Librarian will outline a research strategy starting with records of well-established knowledge to emerging knowledge
The Teacher Librarian will also provide advice on how to keep track of the books, journals and periodicals consulted so that they can complete their Works Cited list.
Academic Integrity requires that the students are open about ideas as well as quotations they make use of from other people.
There are several citation styles developed for citing research papers. IBO guidelines state that one style be used consistently throughout the Extended Essay. At Renaissance we recommend MLA 8th Edition for all EE’s. More Information available at: http://risslibrary.wikispaces.com/IB+Extended+Essay+MLA+Formatting .
Supervisors may choose to recommend a different referencing style more appropriate to their subject area for their student(s).
Take time talking through with the students where they could access good material for their research.
Steer the students away from simple web searches (because even with all your warnings, they will do it anyway)
School based sources are: school Library and Librarians, Brittanica School Online & JSTOR
Virtual sources are: academic search engines and databases such as Google Scholar (Wikipedia has a handy list
http://en.wikipedia.org/wiki/List_of_academic_databases_and_search_engines) Students will need some advice throughout the process about where next to
look for research materials.
As the student researches, they should also keep an eye on the Assessment criteria and on the advice and regulations from the IBO.
Advice on experiment-based research Even though they are conducting experimental work, the students should
also research the area of investigation before they start they start their experiments, so they can place their work in the appropriate academic context. Where possible, they should consult original research using
scientific journals, personal communications and the Internet. Textbooks should never be the only source of information.
It is the student’s responsibility to liaise with the science technicians and to build up a good relationship with them. But they will need encouragement and support in managing their time so they do this.
Know when they should have completed their experiments, and then set them a deadline a month earlier.
They will need repeated discussions about what constitutes appropriate experimental behaviour, conduct and rigour.
The student needs to gather sufficient data to be evaluated.
Advice on structuring and writing the EE
The language used must be formal and appropriate to the subject.
The essay as a whole must have the proper layout and organisation as specified in the IBO’s EE guide.
The student must have a properly laid out Works Cited List. (We teach the MLA
Citation Style. Teacher Librarian will provide guidance on how to do this during IBC times)
4,000 words may seem a great deal to the student but if they take it steadily they will finish it.
Some students may need advice on how to use some of the facilities on Microsoft Word (e.g. word count, how to create Table of Contents, hanging indents in their Works Cited)
Students will be introduced to NoodleTools to keep track of their sources, take notes and to create a Works Cited list. Teachers should become familiar with NoodleTools as well.
Advice on time management
All students will need some advice and encouragement on how to move ahead on their EE while also keeping up to date with their other studies. Some students may need more advice and support than others.
The keys to successful time management include: Plan when, where and how they will do it (when they plan in detail,
they are more likely to do it) Do some work on the EE every week (so they do not allow it to
grow too cold) Break research into chunks (if they wait for a three hour slot to do
some, they may be waiting a long time) Keep going (even a bit of work is better than no work) Keep an eye on the final destination and what they are trying to
achieve
In the end there is no secret to time management, it is just a question of effort and getting on with it.
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The Assessment Criteria
Assessment grade descriptors for the extended essay Effective May 2018 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. Grade A - work of an excellent standard. Demonstrates effective research skills resulting in a well-focused and appropriate research question that can be explored within the scope of the chosen topic; effective engagement with relevant research areas, methods and sources; excellent knowledge and understanding of the topic in the wider context of the relevant discipline; the effective application of source material and correct use of subject-specific terminology and/or concepts further supporting this; consistent and relevant conclusions that are proficiently analysed; sustained reasoned argumentation supported effectively by evidence; critically evaluated research; excellent presentation of the essay, whereby coherence and consistency further supports the reading of the essay; and present and correctly applied structural and layout elements. Engagement with the process is conceptual and personal, key decision making during the research process is documented, and personal reflections are evidenced, including those that are forward-thinking.
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Grade B work of a good standard.
Demonstrates appropriate research skills resulting in a research question that can be explored within the scope of the chosen topic; reasonably effective engagement with relevant research areas, methods and sources; good knowledge and understanding of the topic in the wider context of the relevant discipline; a reasonably effective application of source material and use of subject-specific terminology and/or concepts; consistent conclusions that are accurately analysed; reasoned argumentation often supported by evidence; research that at times evidences critical evaluation; and a clear presentation of all structural and layout elements, which further supports the reading of the essay. Engagement with the process is generally evidenced by the reflections and key decision-making during the research process is documented. Grade C work of a satisfactory standard. Demonstrates evidence of research undertaken, which has led to a research question that is not necessarily expressed in a way that can be explored within the scope of the chosen topic; partially effective engagement with mostly appropriate research areas, methods and sources—however, there are some discrepancies in those processes, although these do not interfere with the planning and approach; some knowledge and understanding of the topic in the wider context of the discipline, which is mostly relevant; the attempted application of source material and appropriate terminology and/or concepts; an attempted synthesis of research results with partially relevant analysis; conclusions partly supported by the evidence; discussion that is descriptive rather than analytical; attempted evaluation; satisfactory presentation of the essay, with weaknesses that do not hinder the reading of the essay; and some structural and layout elements that are missing or are incorrectly applied. Engagement with the process is evidenced but shows mostly factual information, with personal reflection mostly limited to procedural issues.
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Grade D work of a mediocre standard. Demonstrates a lack of research, resulting in unsatisfactory focus and a research question that is not answerable within the scope of the chosen topic; at times engagement with appropriate research, methods and sources, but discrepancies in those processes that occasionally interfere with the planning and approach; some relevant knowledge and understanding of the topic in the wider context of the discipline, which are at times irrelevant; the attempted application of source material, but with inaccuracies in the use of, or underuse of, terminology and/or concepts; irrelevant analysis and inconsistent conclusions as a result of a descriptive discussion; a lack of evaluation; presentation of the essay that at times is illogical and hinders the reading; and structural and layout elements that are missing. Engagement with the process is evidenced but is superficial, with personal reflections that are solely narrative and concerned with procedural elements. Grade E (failing condition) work of an elementary standard. Demonstrates an unclear nature of the essay; a generally unsystematic approach and resulting unfocused research question; limited engagement with limited research and sources; generally limited and only partially accurate knowledge and understanding of the topic in the wider context of the relevant discipline; ineffective connections in the application of source material and inaccuracies in the terminology and/or concepts used; a summarizing of results of research with inconsistent analysis; an attempted outline of an argument, but one that is generally descriptive in nature; and a layout that generally lacks or incorrectly applies several layout and structural elements. Engagement with the process is limited, with limited factual or decision making information and no personal reflection on the process.
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Extended Essay Timeline and Due Dates (subject to change)
Look at the Calendar in ManageBac for exact deadlines:
Deadlines 2017-2018:
December 11: Project Proposal due to Ms. Rhonda
March 30 - IB CORE DAY - Present Research Question (RQ) for critique
March 30 - First formal meeting with supervisor due (EE RQ presentations)
April 13 - First written Reflection due (~150 words -worth 2/34 points)
April 20 – submit plan for experiment/surveys/background research to supervisor
June 1 - Finish investigations (unless you will collect data in July/August)
June 5 – Submit first partial draft to ManageBac & supervisor
June 20 – Second formal meeting with supervisor due (minimum 20 minutes)
June 20 – Second formal written reflection due (~150 words - worth 2/34 points)
September 6 – First draft due to ManageBac & make appointment with supervisor
September 27 – last date to meet with supervisor for feedback
October 25 – Formal “Draft Conference” with supervisor due
November 2 – Full draft including improvements discussed with supervisor due
Early November– Meet with teacher-librarian to improve formatting and references
November 18 – Final essay due to ManageBac, ready to submit to the IBO
December 6 – Last date for Viva Voce Interview with supervisor (minimum 20 minutes)
December 6 – Last date for final formal written reflection due (~200 words – worth 2/34 points)
