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Extended Essay Session 2

Extended Essay Session 2. Sydney workshop 14-15 July 2011. Discussion q uestions re the school timeline and organisation. Why do some schools have a separate EE coordinator? What is the role of the IB coordinator in any process? (Whether a separate EE coordinator or not)

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Extended Essay Session 2

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  1. Extended EssaySession 2 Sydney workshop 14-15 July 2011

  2. Discussion questions re the school timeline and organisation • Why do some schools have a separate EE coordinator? • What is the role of the IB coordinator in any process? (Whether a separate EE coordinator or not) • Who supervises EEs? • How much training is given to supervisors? • What is the total length of time allowed? • When is draft handed in? When is the final essay? • How are the final dates determined? • How much school time, if any, is given? • What sort of records are kept during the EE process? • How often are parents informed of progress?

  3. EE supervision • Spread supervision over as many staff as possible • Not necessary to be an IB subject teacher • 4 might be maximum for a supervisor • Teachers must devote class time to being enthusiastic about EEs in their subject! • The IBDP coordinator should give a formal timeline and structure to students and staff • A responsibility akin to a class • Contact time? 3-5 hours is recommended in the Guide • How will supervisors be allocated to students? • Proposals and contracts

  4. The role of the supervisor Guide p8 • How much help constitutes ‘appropriate supervision’? • How much should the supervisor depend on ‘student initiative’? • Outside help can be given as long as appropriate • Topic approval comes from supervisor • Forums on the OCC can be useful • 3-5 hours recommended time. • Read one draft but is allowed to read other sections submitted before • Need to conduct the viva voce • Need to fill and sign the cover sheet • Submit a Predicted grade Resources: EE guide, EE subject reports, occ forums, exemplar essays on occ.

  5. The IB system • Examiner will usually be overseas • All of a school’s work in one subject will go to the same examiner. • The examiner will mark the essay, the teacher must not mark it at all. • Marks out of 36 are recorded and converted to grades. • A-E comes with other marks- see Matrix page 23 (check edition) • School can ask for a remark or ‘buy back’ a set of essays

  6. The band descriptors • A Work of an excellentstandard 29-36 • B Work of a goodstandard 23-28 • C Work of a satisfactorystandard 16-22 • D Work of a mediocrestandard 8-15 • E Work of an elementary standard. 0-7 An E is a ‘failing condition’

  7. The list of subjects to be available • Just the school subject offerings? • Should students be allowed to do EEs in subjects outside their six? • Should they restrict themselves to topics from their HL subjects? • Methodology should be appropriate to subject therefore any IB subject lends itself to EEs for students • Offering inter-disciplinary subjects? • No double dipping of subject material

  8. May 2010 EE statistics % marks

  9. The criteria • A Research question 2 • B Introduction 2 • C Investigation 4 • D Knowledge and understanding of the topic studied 4 • E. Reasoned argument 4 • F Application of analytical and evaluative skills appropriate to the subject 4 • G Use of language appropriate to the subject 4 • H Conclusion 2 • I Formal presentation 4 • J Abstract 2 • K Holistic judgment 4 = 36 These are to be used with the special interpretations given in the Guide for each subject. See extract from guide pp103ff

  10. Use of the criteria: • two extremes

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