Note that the following descriptors have been modified from the official IB descriptors to avoid copyright issues.
EE assessment criteria (first exams 2027)
Criterion A: Framework
Do the research qeustion, methods and structural conventions provide an effective framework?
| Marks |
Descriptor |
| 1-2 |
- Although a research question is present, it lacks clarity, focus and relevance to the topic.
- Methods are apparent but mostly unsuitable for the RQ.
- Structural conventions are present but not supportive in communicating the research.
|
| 3-4 |
- The research question is relevant to the topic, clear, and somewhat focused within the scope of the essay.
- Methods are suitable for the RQ, explained and applied somewhat effectively.
- Structural conventions are present and somewhat supportive in communicating the research.
|
| 5-6 |
- The research question is relevant to the topic, clear and focused on the scope of the essay.
- Methods are suitable for the RQ, explained and applied effectively.
- Structural conventions are present and effectively supportive in communicating the research.
|
Criterion B: Knowledge and understanding
Does the candidate demonstrate knowledge and understanding of the subject matter?
| Marks |
Descriptor |
| 1-2 |
- Although research and sources demonstrate knowledge of the subject matter, they lack relevance.
- Terms are used but insufficiently and inaccurately.
- Concepts are identified but lack relevance or are only explained superficially.
|
| 3-4 |
- Research and sources demonstrate some knowledge of the subject matter.
- Some relevant terms are used accurately to show knowledge of the subject matter.
- Some concepts are relevant, explained and used somewhat effectively to show understanding of the subject matter.
|
| 5-6 |
- Comprehensive and relevant research and sources demonstrate knowledge of the subject matter.
- Relevant terms are used accurately and consistently to show understanding of the subject matter.
- Relevant concepts are used and explained effectively to show understanding of the subject matter.
|
Criterion C: Analysis and argument
Does the candidate analyse the information presented in the essay and produce a coherent line of argument?
| Marks |
Descriptor |
| 1-2 |
- The essay is mostly descriptive and does not include much analysis.
- There is only a partial line of argument.
|
| 3-4 |
- The essay includes some analysis but it is only partially effective and elicits some findings that are relevant to the RQ.
- A somewhat consistent line of argument connects the RQ, the findings and the conclusion. .
|
| 5-6 |
- The essay includes effective analysis and consistently produces findings that are relevant to the RQ.
- A clear and consistent line of argument connects the RQ, the findings and the conclusion.
|
Criterion D: Discussion and evaluation
Does the candidate discuss the findings and evaluate the essay?
| Marks |
Descriptor |
| 1-2 |
- The essay describes the significance of the findings but is not supported by evidence.
- The essay only partially evaluates its effectiveness, not stating its strengths & limitations.
|
| 3-4 |
- The essay includes a somewhat balanced discussion of the significance of the findings and is sometimes supported by suitable evidence.
- The essay evaluates its effectiveness, stating its strengths and limitations.
|
| 5-6 |
- The essay includes a balanced discussion of the significance of the findings and is often supported by suitable evidence.
- The essay evaluates its effectiveness, describing relevant strengths and weaknesses.
|
| 7-8 |
- The essay includes a balanced discussion of the significance of the findings and is fully supported by suitable evidence.
- The essay evaluates its effectiveness, stating its strengths and weaknesses.
|
Criterion E: Reflection
Does the candidate evaluate the effect of the extended essay learning experience on them as a learner?
| Marks |
Descriptor |
| 1 |
- The reflective statement on the learning experience is descriptive and lacks examples.
- The reflection on the student’s growth is descriptive of the process. There’s no evidence of transfer of learning.
|
| 2 |
- The reflective statement on the learning experience is descriptive and includes examples.
- The reflection shows some evidence of the student’s growth and transfer of learning.
|
| 3 |
- The reflective statement on the learning experience is partially evaluative and includes specific examples.
- The reflection often shows evidence of the student’s growth and transfer of learning.
|
| 4 |
- The reflective statement on the learning experience is consistently evaluative and includes specific examples.
- The reflection consistently shows evidence of the student’s growth and the transfer of learning.
|
Assessment
Are you looking for an EE checklist? Before you explore the one on this Support Site, try to make your own. The best checklists are based on the assessment criteria. Study the criteria above to make your own EE checklist.