The Extended Essay - PowerPoint Presentation

Slide1

The Extended Essay

Supervisor Workshop, Fall 2010

Utica Academy for International StudiesSlide2

Workshop Goals…

Understand the requirements and process that will prepare students to write the Extended Essay (EE)

Gain a better understanding of the scoring rubric and the scoring process

Understand the roles and responsibilities of an EE supervisor

Be prepared to create a informational department presentation to guide diploma candidates toward an area of EE studySlide3

The Diploma ProgrammeSlide4

*Coordinators should consult programme guide for passing eligibility.Slide5

New Regulation for 2010From 2010 onward, 28 points overall will be required for a student to be eligible for a diploma if that student earns an “E” in either TOK or Extended Essay. As previously, an “A” in one of those requirements earns an extra point even if the other grade is an “E.” Attaining in “E” in both still continues to represent an automatic failure.Slide6

The Extended Essay Manual

Required Material for All Supervisors

(Pages 1-33)Slide7

Core Components—EE ManualIntroduction, Outline, Details, All EssaysGeneral information for all subjects

Nature, aims, objectives of EE (p. 1-6)

School (p. 7)

Supervisors (p. 8-9)

Students (p. 10)

Use of media and other materials (p. 19)

Viva voce (p. 20)

General assessment criteria (p. 25)Slide8

EE Brief DescriptionChosen from approved DP list

Required for IB diploma eligibility

Externally assessed by IBO evaluators

Total assessment points 0-36, of which a grade between an A to E is awarded

Point relationship between TOK and EE

Opportunity for personal exploration

Aligned with learner profileSlide9

EE General RequirementsBetween 3,500-4,000 words

Involves higher level research

300 word abstract

Represents a 40-hour commitment

No editing

by the supervisor

Supervisor submits a predicted grade and a supervisor’s report to the IBO

Concludes with the

viva voce

interviewSlide10

Relationship Between EE & TOKAligned with TOK for awarding of pointsBoth require interpretation/evaluation of evidence and formation of reasoned arguments

Differs from TOK in that EE places and emphasis on research process and the outcomeSlide11

TOK and EE Sample Topics

TOK:

How can the different ways of knowing help us to distinguish between what is true and what is believed to be true?

Discuss the claim that some areas of knowledge are invented and others are discovered.

Extended Essay Research Question:

JRR Tolkien has been criticized for the seemingly exclusive masculinity of his

Lord of the Rings

trilogy. To what extent is

The Lord of the Rings

an empowering work for the female?Slide12

Subject-Specific AreasWhere Can UAIS Students Write Their EEs?

Group 1 (English)

Film Social and cultural anthropology

Group 2 (Spanish)

Geography

Theatre

Group 2 (Mandarin)

History

Visual Arts

Group 2 (French)

Human Rights World Religions

Group 2 (Japanese)

Information technology in a global society

Biology

Mathematics

Chemistry

Music

Classical Greek/Latin Peace and conflict studies

Computer Science Philosophy

Dance

Physics

Design Technology Politics

Economics Psychology

Environmental systems and societies Slide13
Slide14

EE Assessment Criteria (p. 22-31)Provides overview of each criterion assesses

Forms the basis of the scoring rubric for all subject areas

Further advice on interpreting assessment criteria provided within guidelines for each subject provided in “Details—subject specific” sectionSlide15

Extended Essay CriteriaA Research Question 2

B Introduction 2

C Investigation 4

D Knowledge/Understanding 4

E Reasoned Argument 4

F Apply Analysis & Evaluation 4

G Language Appropriate 4

H Conclusion 2

I Formal Presentation 4

J Abstract 2

K Holistic Judgment 4Slide16

Extended Essay Grade Boundaries A 29 – 36

B 23 – 28

C 16 – 22

D 8 – 15

E 0 – 7Slide17

Details—Subject Specific Guidelines Specific subject criteria (p.34-175)

Each subject area includes:

Overview of subject

Choice of topic

Treatment of the topic

Interpretation of the assessment rubric

All teachers must know subject-specific details and criteria for students to be successful!Slide18

Supervisor ResponsibilitiesConduct departmental meetings for EE

Discuss choice of topic

Help formulate and adjust research question

Ensure research question satisfies legal and ethical standards

Advise students on how to:

• Gather and analyze information/evidence/data

• Encourage consultation with school/university librarian(s)

• Write an abstract

• Document sources in standard format

• Participate in the viva voceSlide19

Supervisor ResponsibilitiesRead sample essays & examiner reports.

Make samples available to students.

Let students score sample essays.

Spend three to five hours with each student.

Students may work with or consult outside sources, but the supervisor is responsible for completing all responsibilities stated.Slide20

Supervisor ResponsibilitiesKnow subject area assessment criteriaRead and comment on first draft

only

Monitor progress

Read final version to confirm authenticity

Conduct the viva voce

Submit predicted grade

Complete evaluator’s report

Report malpractice, if suspectedSlide21

The Iceberg Model

7/8 = Pre-Writing/Draft Phase

Student & supervisor

work together

to:

Explore and discuss ideas

Locate appropriate resources

Discuss readings and ideas

Develop a suitable research question

Supervisor monitors progress

Represents 3-5 hours of work per student

1/8 = Writing Phase

Student works independently to:

Write EE draft

Revision conference drives final draft of essay

Prepare the final EESlide22

The UAIS EE ScheduleProvides internal & external due datesTimeline can coincide with SDD with sophomores and freshmen

Builds in six mandatory in-school meetings with students

Evaluation grade for TOK following each interview, except

Viva Voce

Students write their rough drafts during summerSlide23

Subject-Specific Seminars: Nov. 18Goal: Provide students with specific subject area info necessary to select best topic

Juniors rotate four times among different classrooms, spending thirty minutes in each

Provide specific information about writing in your area that EE coordinator cannotSlide24

Subject Preference Seminars Outline

Overview of subject-specific guidelines and topic choices

Helpful examiner comments from English evaluators

Sample topics and questions for English

Subject-specific issues to consider before choosing English

Academic referencing

Q&A or peruse examples if time remainsSlide25

Supervisor Selection: JanuaryStudents submit at least two EE proposals in two separate subjects; EE coordinator collects

Department representatives meet to divide students equitably and in their best interests

Departments meet to assess best supervisor-student relationship

Supervisor-student pairings announcedSlide26

Discussion: Where Do We Go?Option 1: Supervisors and students set own meeting times and department-generated due dates, set to occur before or after school or during lunch.

Option 2: Coordinator aligns freshmen & sophomore semester project work days with pre-determined due dates, set to occur during the school day itself.Slide27

Writing EE Research QuestionsMust be truly in subject area

Must be specific, argumentative, manageable

Science: no blending of disciplines and no secondary research papers

History: must be at least ten years past

Refer to Glossary of Command TermsSlide28

Conducting EE ResearchCoordinator will take students to a university library, if possible

Departments should give students advice based on their own research experiences

Make clear a documentation style you expect and is appropriate for research

Demand working bibliographies, outlines, and written notes or note cardsSlide29

But I Looked It Up!Slide30

Revision ConferenceFollows completion of the rough draft in September of senior year

Absolutely NO editing or marks on clean paper provided back to student

Comments provided in boxes on rubric only

Conference regarding draft can only occur once!Slide31

Supervisor’s Final ReportMust be signed by the candidate and the student

Requires estimate of total hours spent with candidate

Completed only after a predicted grade is given by the supervisor, with comments

Should NOT be signed if suspected of plagiarismSlide32

What is the Viva Voce?Verbal interview

Lasts 10-15 minutes

Serves as conclusion to EE process

Opportunity for reflection

Can serve as plagiarism/malpractice check

Used to bolster holistic assessment

Should end on a positive note

Refer to page 20 in EE guideSlide33

Academic Integrity (pages 36-47)

Student is ultimately responsible.

Works or ideas of others must be correctly acknowledged.

Supervisor confirms that the EE the student submits is authentic work of the student.

Both plagiarism and collusion are forms of malpractice.

Same piece of work, or two versions of the same, cannot be submitted by the studentSlide34

EE Supervisor Integrity TipsAlways require draftsWhen in doubt, encourage citation

Give any suspicious read a second look 24 hours later

Fair and transparent application of rules

Cite the IB learner profile and school policy

Monitor

progress regularlySlide35

Group ActivityRead over subject specific guidelines for your particular subject area.

Score one exemplar using the rubric to derive a predicted score. This mimics what you must do for each of your EE students.

Practice writing “non-editing” comments on the draft. Use the combined rubric for your subject matter to help you.Slide36

Group Activity: Scoring GuidelinesScoring guidelines for EE supervisorsSlide37

Scores for Sample Essays

Language A1 History

Poets A (33) Israel A (31)

Gatsby C (20) Mexico C (19)

History Biology

Israel A (31) Malaria D (10)

Mexico C (19) Juice B (25)

Plant Extracts A (33)

Mathematics

Fractional Calculus A (34)

Visual Arts

Papageorge C (20)

Le Corbusier A (36)Slide38

Examiner Reports 2009Biology

The most successful essays had a small number of a clearly defined and easily manipulated independent variables and a quantifiable and easily measured dependent variable. Successful essays often relied on the use of basic equipment of the type that can be normally found in a school, and were carried out in the school laboratory or in the local environment.

There can be no doubt that the quality, and to a lesser extent the quantity, of supervision received by a candidate can play a significant role in the success of an extended essay. Consequently there is a strong need for supervisors to familiarize themselves with the current guide and to assist the candidates in interpreting the requirements.Slide39

Examiner Reports 2009

History

Disappointing to see the continuation of three different research questions or titles; one on the front cover, a different one in the abstract, and a third version in the introduction.

Few essays submitted exceeded 4,000 words, but too many were very short, more like the length of a class essay.

Most candidates, even weaker ones, showed evidence of planning and the collection of some relevant data; use of “a sufficient or imaginative range of sources” was more problematical.

Abstracts continue to cause problemsSlide40

Examiner Reports 2009Language A1

The choice to follow well-trodden paths by writing on such classics as The Grapes of Wrath, Animal Farm and The Lord of the Flies, [produced] results no better than satisfactory; same was true in the case of popular contemporary works like J. K. Rowling’s, where the candidates tended to produce no more than uncritical expositions of theme and character.

Students should be urged to proof-read their essays carefully before submission.

Helping define a fruitful and manageable research question is the main challenge for supervisors.Slide41

Examiner Reports 2009Math

Supervisors should err on the side of providing too much guidance rather than being too passive. It must never be forgotten that before being an instrument of assessment, EEs are meant to provide a learning opportunity, an active hands-on experience with the subject. This opportunity for learning must be carefully monitored by the supervisor who must try to make it as positive an experience as possible.Slide42

Examiner Reports 2009Visual Arts/Studies

Many students were weak in Criterion F—without strong focused research question it is difficult to collect data and evaluate sources for comparison.

Supervisors and students need to thoroughly peruse the EE Guide 2007, including subject-specific details, applying constant reference in order to obtain higher standards.

The dependence of some candidates upon Wikipedia and similar sites is quite disheartening.

(Mentioned in almost all subject areas!!!)Slide43

Advice to All Supervisors

Some supervisors, unfortunately, appear not to have ever read the responsibilities of the supervisor and subject criteria guide in the EE guide.

Some supervisors are neglecting to write any comments on the candidates’ performance—though claiming great amounts of supervision time.

A sizeable proportion of essays contained very brief, uninformative comments or none at all while others wrote lengthy reports that contained irrelevant information.Slide44

Reviewing Goals…

Understand the requirements and process that will prepare students to write the Extended Essay (EE)

Gain a better understanding of the scoring rubric and the scoring process

Understand the roles and responsibilities of an EE supervisor

Be prepared to create a informational department presentation to guide diploma candidates toward an area of EE study

Questions?Slide45

The Big Picture: Semester Projects(How) can we better prepare our students for the Extended Essay with the current semester project?

Where, if at all, do we feel students need more help in the research process?