Extended Essay: Process Packet Class of 2016

Transcription

1 Extended Essay: Process Packet Class of 2016 Student Name: Contact Info: Supervisor Name: Contact Info: TO STUDENTS AND SUPERVISORS: IMPORTANT: You will find a copy of this process packet, copies of the individual IB Extended Essay Subject Guides, and the Extended Essay grading matrix on the PHS website and on Managebac. You must read all documents thoroughly before beginning the research and writing process. The IB Extended Essay gives students the opportunity to create a professional research paper in a subject area of which they have a strong interest. The supervisory role is to guide, answer questions, direct students to resources and to give feedback concerning the structure and content of the essay. It is recommended that supervisors keep their contact time within a range of 3-5 hours. This includes reading time. Students are expected to spend approximately 40 hours on their EE from start to finish. Both student and supervisor must keep in mind that the EE is a student creation. It should reflect the interests and language of the student, not the supervisor. The purpose of this packet is to help both student and supervisor understand what is expected of the extended essay process. The process is designed to ensure that the EE is the student s original work and to verify that an IB graduate understands how to properly research, write and document a collegiate level research essay. This is a requirement of the IB program. Students and supervisors will both receive this packet. Instructions for each due date are included in the left-hand column; the right-hand column is for note-taking. Both students and supervisors are required to take notes at each meeting. TO STUDENTS: Bring this packet to every meeting with your supervisor. Please note that the Assessment Criteria located on pp of this packet indicates that you will be graded out of a total 36 EE points. The IB Subject Guide for your subject area explains the correct way to choose, narrow and focus a topic. Although you may choose a subject you are not studying for your IB Diploma, your supervisor can not tutor you in subject specific skills needed to complete this essay. It is highly suggested that you choose a subject you fully understand. Samples of excellent extended essays in your subject area are kept in files in the IB Office. You are encouraged to stop in on your off period and read a few of the essays before you begin so you know what an EE in your subject looks like. You may not take the essays out of the IB Office. Your assigned supervisor is required to check each stage of the EE process. Most supervisors are content specialists in your selected subject; however, you may choose to contact another specialist with permission of your assigned supervisor. Ms. Hixon is also available to answer 1

2 questions on research and the process, and she must be contacted if you have concerns at any point in the EE process. Regardless of who else you consult, the person who will sign off on the official IB documentation verifying that the EE is your own work and that you have followed the process will be your assigned PHS EE supervisor. You will receive a one credit PHS Extended Essay PASS/FAIL grade for spring semester 2015 and a one credit PASS/FAIL grade for fall semester 2015 based solely on how well you have followed the process. Meetings with external sources/specialists do not serve as a substitute for meetings with your EE supervisor. Your supervisor is not required to meet with you at the last minute. It is your responsibility to schedule a meeting no later than 48 hours prior to the due date. Supervisors who work with several EE students may need to create a schedule that requires students to meet well before the deadlines. You must do as requested. Working ahead of schedule is encouraged. You need to purchase a Style Manual that includes proper research paper documentation. You may purchase this through Barnes and Noble, Amazon, Old Firehouse Bookstore, etc. Be sure it includes information on a variety of citations (APA, Chicago, MLA). STUDENTS WHO DO NOT EARN A PASSING EE GRADE FOR SPRING SEMESTER MAY BE DROPPED FROM THE IB PROGRAM AT THE END OF THEIR JUNIOR YEAR. AND STUDENTS WHO FAIL TO COMPLETE AN EE MAY NOT EARN AN IB DIPLOMA AT THE END OF THEIR SENIOR YEAR. TO SUPERVISORS: You have been given access to the specific IB Subject Guide(s), process instruction packets for each student you will be supervising, a list of supervisors and students, the official IB Extended Essay Guide, and samples of excellent extended essays. Please read all of these materials prior to meeting with any students. This process instruction packet includes the tasks each student must have accomplished and the specific dates the task is due. Please make yourself available to students by appointment. If you must miss an appointment, please contact the student ahead of time to re-schedule. It is not your responsibility to locate a tardy or absent student. However, an appointment missed by the student must be documented in this process packet. ***If you have a student who regularly misses deadlines and/or is not keeping up with the EE process, please contact both his/her parents and Cori. Please create an appointment calendar for student use and keep it where students have access to it. Make an effort to locate students you do not know, introduce yourself, and explain where you may be reached and where the appointment sign-up sheet can be found. This packet includes a place to record your notes as a record of each meeting, the number of minutes you spend with each student, and a place to award points for each part of the process. You will award a one credit Extended Essay PHS grade for spring semester and one a credit grade for fall semester, based solely on how well the student followed the process. You are also required to turn in a predicted grade to IB based on the IB grading criteria at the end of this packet. Students must complete and pass their EE in order to earn their IB Diploma. Due Dates: Students and supervisors must meet prior to the dates listed below. 2

3 What? When? Review EE subject guides on the PHS IB website. By December 19, 2014 Choose an EE subject area. Request an EE supervisor on googledoc. Students By January 12, 2015 Receive assignment of EE supervisor by . Signed copy of letter acknowledging EE completion requirements DUE to the IB By January 23, 2015 Office. Schedule and conduct an introductory meeting with your supervisor; discuss general topic(s) and a direction for possible research. Go over general assessment criteria (pp of this packet) and explore how this is further defined in the specific subject guide (on the PHS IB website.) Decide on a documentation style (MLA, Chicago or APA). Discuss and conduct background research, submit a narrowed research question By February13, 2015 (RQ)/ hypothesis, and construct a working thesis (possible answer to RQ/ hypothesis). Review Criterion B: Introduction (p. 5) at this time. Discuss what context means. In the intro to an EE, this applies to how the RQ fits into the context of research. In other words, what is the current school of thought on the topic? What do the experts say? Are they in general agreement? Is there any controversy? Consult 2-5 sources and record research (answer to RQ/ hypothesis). By March 13, 2015 Have a solid thesis statement with claims. By April 13, 2015 Wrap up your research and, if necessary, consult additional sources. Complete outline of the essay, including quotations and citations. By April 27, 2015 Consult the assessment criteria (pp. 4-10) to ensure the organization allows for achievement in the higher level mark bands. Deadline for submitting a written proposal to request extending the EE research By April 27, 2015 process over the summer and submitting the full professional draft in the fall due to Ms. Hixon. Requests will only be granted for legitimate reasons. Proposal must be signed by the student, parent and supervisor, and it must include proposed deadlines. This step is not necessary for Science EEs Drop off a full professional draft (including title page, table of contents, abstract, By May 8, 2015 (Last properly formatted citations and bibliography) to your supervisor; no meeting day of junior release) required. Schedule a time to discuss draft in relation to assessment criteria. And drop off a full professional draft to Ms. Hixon in the IB office. Meet with supervisor to review draft in relation to assessment criteria. By May 15, 2015 Submit a final draft (including title page, table of contents, abstract, properly formatted citations and bibliography) to your supervisor Submit your paper to SafeAssignment to check for plagiarism. If you have questions or concerns, please see Ms. Brakhage in the PHS Media Center for assistance. Submit two hard copies of the final draft of your EE and documentation that the essay has passed a plagiarism check (SafeAssignment Report) to the IB Office. Also turn in all notes, drafts, etc. and upload the essay on Managebac. Conduct the viva voce -- a discussion about what you learned from the process, your opinion about the quality of your final draft, and your final conclusions regarding your research question with your EE supervisor. By Monday, September 21, 2015 By Friday, September 25,

4 Award of diploma points The extended essay contributes to the overall diploma score through the award of points in conjunction with theory of knowledge. A maximum of three points are awarded according to a student s combined performance in both the extended essay and theory of knowledge. Both the extended essay and theory of knowledge are measured against published assessment criteria. According to the quality of the work, and based on the application of these assessment criteria, a student s performance in each of the extended essay and theory of knowledge will fall into one of the five bands described previously. The total number of points awarded is determined by the combination of the performance levels achieved by the student in both the extended essay and theory of knowledge according to the following matrix. The diploma points matrix A student who, for example, writes a good extended essay and whose performance in theory of knowledge is judged to be satisfactory will be awarded 1 point, while a student who writes a mediocre extended essay and whose performance in theory of knowledge is judged to be excellent will be awarded 2 points. A student who fails to submit an extended essay will be awarded N for the extended essay, will score no points, and will not be awarded a diploma. Performance in both the extended essay and theory of knowledge of an elementary standard is a failing condition for the award of the diploma. * From 2010 onwards, 28 points overall will be required to be eligible for the diploma if a student attains an E grade in either the extended essay or theory of knowledge. As previously, a grade A in one of the requirements 4

5 earns an extra point even if the other is a grade E. Attaining a grade E in both the extended essay and theory of knowledge continues to represent an automatic failure. Extended Essay Assessment criteria A: research question This criterion assesses the extent to which the purpose of the essay is specified. In many subjects, the aim of the essay will normally be expressed as a question and, therefore, this criterion is called the research question. However, certain disciplines may permit or encourage different ways of formulating the research task. Achievement level Descriptor 0 The research question is not stated in either the introduction or on the title page or does not lend itself to a systematic investigation in an extended essay in the subject in which it is registered. 1 The research question is stated in either the introduction or on the title page but is not clearly expressed or is too broad in scope to be treated effectively within the word limit. 2 The research question is clearly stated in either the introduction or on the title page and is sharply focused, making effective treatment possible within the word limit. B: introduction This criterion assesses the extent to which the introduction makes clear how the research question relates to existing knowledge on the topic and explains how the topic chosen is significant and worthy of investigation. Achievement level Descriptor 0 Little or no attempt is made to set the research question into context. There is little or no attempt to explain the significance of the topic. 1 Some attempt is made to set the research question into context. There is some attempt to explain the significance of the topic and why it is worthy of investigation. 2 The context of the research question is clearly demonstrated. The introduction clearly explains the significance of the topic and why it is worthy of investigation. 5

6 C: investigation This criterion assesses the extent to which the investigation is planned and an appropriate range of sources has been consulted, or data has been gathered, that is relevant to the research question. Where the research question does not lend itself to a systematic investigation in the subject in which the essay is registered, the maximum level that can be awarded for this criterion is 2. Achievement level Descriptor 0 There is little or no evidence that sources have been consulted or data gathered, and little or no evidence of planning in the investigation. 1 A range of inappropriate sources has been consulted, or inappropriate data has been gathered, and there is little evidence that the investigation has been planned. 2 A limited range of appropriate sources has been consulted, or data has been gathered, and some relevant material has been selected. There is evidence of some planning in the investigation. 3 A sufficient range of appropriate sources has been consulted, or data has been gathered, and relevant material has been selected. The investigation has been satisfactorily planned. 4 An imaginative range of appropriate sources has been consulted, or data has been gathered, and relevant material has been carefully selected. The investigation has been well planned. 6

7 D: knowledge and understanding of the topic studied Where the research question does not lend itself to a systematic investigation in the subject in which the essay is registered, the maximum level that can be awarded for this criterion is 2. Academic context, as used in this guide, can be defined as the current state of the field of study under investigation. However, this is to be understood in relation to what can reasonably be expected of a pre-university student. For example, to obtain a level 4, it would be sufficient to relate the investigation to the principal lines of inquiry in the relevant field; detailed, comprehensive knowledge is not required. Achievement level Descriptor 0 The essay demonstrates no real knowledge or understanding of the topic studied. 1 The essay demonstrates some knowledge but little understanding of the topic studied. The essay shows little awareness of an academic context for the investigation. 2 The essay demonstrates an adequate knowledge and some understanding of the topic studied. The essay shows some awareness of an academic context for the investigation. 3 The essay demonstrates a good knowledge and understanding of the topic studied. Where appropriate, the essay successfully outlines an academic context for the investigation. 4 The essay demonstrates a very good knowledge and understanding of the topic studied. Where appropriate, the essay clearly and precisely locates the investigation in an academic context. 7

8 E: reasoned argument This criterion assesses the extent to which the essay uses the material collected to present ideas in a logical and coherent manner, and develops a reasoned argument in relation to the research question. Where the research question does not lend itself to a systematic investigation in the subject in which the essay is registered, the maximum level that can be awarded for this criterion is 2. Achievement level Descriptor 0 There is no attempt to develop a reasoned argument in relation to the research question. 1 There is a limited or superficial attempt to present ideas in a logical and coherent manner, and to develop a reasoned argument in relation to the research question. 2 There is some attempt to present ideas in a logical and coherent manner, and to develop a reasoned argument in relation to the research question, but this is only partially successful. 3 Ideas are presented in a logical and coherent manner, and a reasoned argument is developed in relation to the research question, but with some weaknesses. 4 Ideas are presented clearly and in a logical and coherent manner. The essay succeeds in developing a reasoned and convincing argument in relation to the research question. 8

9 F: application of analytical and evaluative skills appropriate to the subject Achievement level Descriptor 0 The essay shows no application of appropriate analytical and evaluative skills. 1 The essay shows little application of appropriate analytical and evaluative skills. 2 The essay shows some application of appropriate analytical and evaluative skills, which may be only partially effective. 3 The essay shows sound application of appropriate analytical and evaluative skills. 4 The essay shows effective and sophisticated application of appropriate analytical and evaluative skills. G: use of language appropriate to the subject Achievement level Descriptor 0 The language used is inaccurate and unclear. There is no effective use of terminology appropriate to the subject. 1 The language used sometimes communicates clearly but does not do so consistently. The use of terminology appropriate to the subject is only partly accurate. 2 The language used for the most part communicates clearly. The use of terminology appropriate to the subject is usually accurate. 3 The language used communicates clearly. The use of terminology appropriate to the subject is accurate, although there may be occasional lapses. 4 The language used communicates clearly and precisely. Terminology appropriate to the subject is used accurately, with skill and understanding. 9

10 H: conclusion This criterion assesses the extent to which the essay incorporates a conclusion that is relevant to the research question and is consistent with the evidence presented in the essay. Achievement level Descriptor 0 Little or no attempt is made to provide a conclusion that is relevant to the research question. 1 A conclusion is attempted that is relevant to the research question but may not be entirely consistent with the evidence presented in the essay. 2 An effective conclusion is clearly stated; it is relevant to the research question and consistent with the evidence presented in the essay. It should include unresolved questions where appropriate to the subject concerned. I: formal presentation This criterion assesses the extent to which the layout, organization, appearance and formal elements of the essay consistently follow a standard format. The formal elements are: title page, table of contents, page numbers, illustrative material, quotations, documentation (including references, citations and bibliography) and appendices (if used). Achievement level Descriptor 0 The formal presentation is unacceptable, or the essay exceeds 4,000 words. 1 The formal presentation is poor. 2 The formal presentation is satisfactory. 3 The formal presentation is good. 4 The formal presentation is excellent. 10

11 J: abstract The requirements for the abstract are for it to state clearly the research question that was investigated, how the investigation was undertaken and the conclusion(s) of the essay. Achievement level Descriptor 0 The abstract exceeds 300 words or one or more of the required elements of an abstract (listed above) is missing. 1 The abstract contains the elements listed above but they are not all clearly stated. 2 The abstract clearly states all the elements listed above. K: holistic judgment The purpose of this criterion is to assess the qualities that distinguish an essay from the average, such as intellectual initiative, depth of understanding and insight. While these qualities will be clearly present in the best work, less successful essays may also show some evidence of them and should be rewarded under this criterion. Achievement level Descriptor 0 The essay shows no evidence of such qualities. 1 The essay shows little evidence of such qualities. 2 The essay shows some evidence of such qualities. 3 The essay shows clear evidence of such qualities. 4 The essay shows considerable evidence of such qualities. Mark range: A = B = C = D = 8 15 E =

12 EXTENDED ESSAY: INSTRUCTIONS and DEADLINES By Friday, January 23, 2015 Meeting agenda: Students and supervisors meet to discuss possible topics. General and subject-specific assessment criteria will be reviewed so students are aware of how they will be graded by the IB. The student should leave this meeting with a clear direction of how to begin narrowing her/his topic and conducting background research. Please read the next due date s directions and make sure you are clear concerning the requirements. NOTE to students: Decide today if you will be using MLA, APA or Chicago documentation style. Notes: This section must be filled in during the discussion by both student & supervisor! Possible topics: Possible Research Questions (RQ): Documentation style to be used: Supervisor: Please fill out during or after your meeting with the student: Total minutes spent with student: Points Awarded: 5 Student arrived on time for meeting. 0 Appointment or deadline missed without notification or prior arrangement made 12

13 By Friday, February 13, 2015 Meeting agenda: Background research, a narrowed topic/research question and a working thesis/hypothesis are due today. Notes: This section must be filled in during the discussion by both student & supervisor! A working thesis/hypothesis includes: 1. Thesis or hypothesis that answers the research question and directs the focus of the essay. 2. Two, three, four, or five supporting claim statements that clearly show how the thesis/hypothesis is supported through the research. IT IS NOT NECESSARY TO CREATE AN OPPOSITION CLAIM. ONLY DO SO IF THE RESEARCH INDICATES THAT OPPOSITION IS PRESENT. Information from background sources must be written on index cards or on a word processing program. Begin by writing the bibliographical information in the correct documentation style on separate cards (one for each source) or on separate pages. Lettering each background bibliography card/ page A, B, C, D, etc. and placing a, A1, A2, A3, etc. on cards/ pages with background information is an example of matching information to sources. When taking notes on your cards/ pages, make sure you only write information on one topic on each card; for example, one quote or one piece of factual information. Part of your research and note-taking process must include analysis of the background and credibility of your sources. You will be including this information in the body of your paper as you discuss who said what, and why they are worthy of being cited in your essay. Since you may be preparing an annotated bibliography, indicate on the index card the type of source and any other characteristics of the source (OPVL). Depending on the EE topic, the number of background sources may vary. You should not depend on only 1 or 2 sources unless specifically advised by the supervisor. Prior to leaving today s appointment, discuss the next meeting s requirement and decide how many sources are needed for the next step. Supervisor: Please fill out during or after your meeting with the student: Total minutes spent with student: Points Awarded: 5 Complete 5 Mostly complete but student needed clarification and/or help 4 Partially complete 3 Mostly Incomplete 2 Unprepared 0 Appointment or deadline missed without notification 13

14 By Friday, March 13, 2015 Meeting agenda: Approximately one half of the required sources are due. Each source must have a separate card/page written in correct bibliographical style. Some of these sources may include background information; however, most of the information from these sources should represent new research and serve to flesh out your claims in response to your RQ. Notes: This section must be filled in during the discussion by both student & supervisor! Make sure you are including analysis of the author and source in relation to their credibility and position. Are they the expert in the field? Are they obviously biased? Etc. Specific notes from sources that support the claims must be on separate index cards/pages. One way to clearly coordinate sources and claim information is to number the claims within the thesis with I, II, III, IV or V. At the top of each index card clearly mark the number of the claim it supports. Some students may prefer colored index cards coordinated for each claim. If using cards, remember to place these index cards behind the bibliography card where the information was found. Write the author s name at the top of each index card as well as the matching claim number. At this meeting lay out the index cards with all of the claim I cards in a row, claim II in another, and so on. If using another method, show the supervisor how the essay will be developed. Check to see which claims need more information and if one source is being overused. The number of note cards/pages may vary depending on the subject and the topic. At the end of this meeting, decide what is necessary for completing the research process. Supervisor: Please fill out during or after your meeting with the student: Total minutes spent with student: Points Awarded: 5 Complete 5 Mostly complete but student needed clarification and/or help 4 Partially complete 3 Mostly Incomplete 2 Unprepared 0 Appointment or deadline missed without notification 14

15 By Friday, April 13, 2015 NO SUPERVISOR MEETING IS NECESSARY FOR THIS CHECKPOINT EVIDENCE OF COMPLETION SHOULD BE SEEN AT THE NEXT MEETING ON APRIL 27, 2015 Students, to stay on track, the following should be completed: The second half of your research must be completed at this time. The bulk of this information should balance your claims. After checking to see if source support is balanced, make a list of questions and concerns you have about your EE. Write a final complex thesis that you will discuss with your supervisor at the next meeting. Consider appropriate ways to introduce and conclude the essay according to the EE grading criteria. Pay particularly close attention to the requirements outlined in Criterion B: Introduction. They are very specific as to what needs to be included (i.e. your research question), and what should not be included. If you haven t already done so, now would be a good time to read a few of the sample EEs in the IB Office! 15

16 By Friday, April 27, 2015 Meeting agenda: Notes: A complete word-processed outline is due. The outline begins with the research question and final complex thesis written out at the top. The outline should be in a readable and organized outline form and not a free flowing brainstorm of ideas. The final outline should be approximately 2-4 pages long depending on spacing and font. It must include a word count. Check the outline for the following: Introduction and thesis/ hypothesis follow the assessment criteria guidelines. (Criterion B) Claims are organized so the argument builds logically. Claims are developed in relation to the RQ with supporting information (sub-points) Research included is synthesized; in other words, information from sources is not listed in giant chunks from the same source. Instead, information is confirmed by, built upon, and/or contradicted by other sources to show how your argument is built. Sources are cited. Information is analyzed in terms of the RQ. Conclusion follows assessment criteria. Proper documentation/ attribution of all research, including both quotations and paraphrased material, needs to be included in the outline. Most importantly, check Using the assessment criteria from your EE notebook to ensure you are building in as many of the 36 total points as possible. Supervisor: Please fill out during or after your meeting with the student: Total minutes spent with student: Points Awarded: 5 Complete 5 Mostly complete but student needed clarification and/or help 4 Partially complete 3 Mostly Incomplete 2 Unprepared 0 Appointment or deadline missed without notification 16

17 By Friday, April 27, 2015 Deadline for submitting a written proposal to request extending the EE research process over the summer and submitting the full professional draft in the fall. Reasons: Proposal Specifics: This proposal will come in the form of a letter, addressed to Ms. Hixon. Do NOT assume approval is guaranteed. Written approval must be given; if it is not granted, the student must adhere to all of the original deadlines prescribed in this packet. Requests will only be granted for legitimate reasons. Procrastination is not a legitimate reason. This must be signed by the student, the student s parent/guardian, and the EE supervisor, and it must include deadlines. Deadlines: Make sure to include signatures of both supervisor and student! 17

18 Draft is due by Friday, May 8, 2015; Follow-up discussion is due by Friday, May 15. Meeting agenda: DROP OFF A PROFESSIONAL DRAFT OF YOUR ESSAY to your supervisor and schedule the follow-up meeting. This follow-up meeting must take place before Friday, May 15. The professional draft includes the title page, table of contents, abstract, bibliography, and appendices (if used.) General information for supervisors: Do not write specific comments on the draft. Take notes on a separate sheet of paper as you read to discuss with the student. For example, if the student has grammatical errors do not mark these mistakes on the draft but make a note to tell the student to check grammar. You must have made every effort to write this draft as if it were the final copy. Spelling, grammar and mechanics must show effort. Documentation must be included and in proper form. A bibliography must be included as well. See examples on the website for completing your title page, table of contents, and the abstract. Please structure your discussion with the student using the assessment criteria from the subject guide to give feedback. A comment page with space to write feedback regarding each of the assessment criteria has been included in your binder. This will help guide your feedback and assist you in providing a predicted grade. **The comment page is for your notes/reference only. Do not give it to the student. Supervisor: Please fill out during or after your meeting with the student: Total minutes spent with student: Points Awarded: 5 Complete 5 Mostly complete but student needed clarification and/or help 4 Partially complete 3 Mostly Incomplete 2 Unprepared 0 Appointment or deadline missed without notification 18

19 By Friday, May 15, 2015 Go over the draft, discussing supervisor s comments and suggestions for improvement. Students should take notes during this discussion. Notes: Supervisor: Please fill out during or after your meeting with the student: Total minutes spent with student: Points Awarded: 5 Complete 5 Mostly complete but student needed clarification and/or help 4 Partially complete 3 Mostly Incomplete 2 Unprepared 0 Appointment or deadline missed without notification 19

20 By Monday, September 21, 2015 By 3:30 pm FINAL DRAFT STUDENTS: A polished final draft of Extended Essay and all necessary components (title page, abstract, table of contents, bibliography and appendices, if included) is due to supervisor by 3:30 today. Please staple the copy together. Do not bind and/or use a paperclip. A copy of the plagiarism report from SafeAssignment must also be submitted at this time. A folder with your name on it will be in the IB office. In this folder, submit 2 HARD copies of the final paper and the SafeAssignment report. Also submit all research evidence (note cards, outline, process packet with your notes included, drafts, etc).. Finally, upload final paper to ManageBac by the end of the day. By Friday, September 25, 2015 Schedule and conduct a viva voce with supervisor by this date. The viva voce serves as: An opportunity to reflect on successes and difficulties in the research process. An opportunity to reflect on what has been learned. A check for plagiarism and malpractice in general. An aid to the supervisor s report. The student is ultimately responsible for ensuring that his or her extended essay is authentic, with the work or ideas of others fully and correctly acknowledged. Additionally, it is the responsibility of a supervisor to confirm that, to the best of his or her knowledge, the version of the extended essay submitted for assessment is the authentic work of the student. 20

21 By May 1, 2015 Student grade awarded for Spring Semester SUPERVISORS Please add up the process points for spring semester and assign the student a grade of Pass or Fail based on the following scale: points = Pass 12 0 points = Fail Total Points earned for spring semester 2015: Process Grade (circle one): Pass Fail By February, 2016 SUPERVISORS Complete the following information after reading the final draft. The information included in your note-taking sections, the total time you spent supervising the student, and your predicted IB EE grade listed below will assist you in completing the Supervisor s Report section of the individual student s Extended Essay folder. Please turn in this packet when you complete the report and sign the folder. Please add up the total minutes you spent working with the student (including the time you spent reading the draft and the final paper) and include it here. Total Time Spent: Finally, please read the final draft of the essay and grade it using the EE criteria provided in this packet. Then add up the criteria points and predict a letter grade according to the IB criteria. Please do NOT show this grade to the student. A (EXCELLENT) B (GOOD) C (AVERAGE) D (POOR) 8 15 E (ELEMENTARY - UNSATIFACTORY/ FAILING CONDITION) Predicted IB EE Grade (A E): 21

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