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Supervising the Extended Essay
This handbook introduces the crucial process of supervising the Extended Essay (EE), a key component of the IB Diploma Program. The information presented here draws from materials used in norming sessions for EE supervisors and supervisor training sessions. These sessions, led by our EE Coordinator/Library Media Specialist, equip supervisors with the necessary knowledge and understanding to guide students through their EE journey.
We are grateful for our Sequoia teachers who have added their areas of expertise and interests to our Supervisor pool. Once students declare their interests, the EE coordinator will match the student, considering student preference when possible. We limit supervisors to two IBDP candidates per session to honor teachers’ time.
The supervisor training sessions, offered during collaboration hours, cover key topics such as the supervisor’s role in the Diploma Program, the time commitment involved, and the EE process overall. We start broad by focusing on the role and expectations of the supervisor, an overview of subject-specific guidelines, understanding research questions. We review myriad available resources such as the EE Guide and Media Center Website, specifally the page for supervisors that provides detailed tutorials for each portion of the process. Later, we provide ManageBac support and essay calibration using sample essays provided by IB, along with past Sequoia scores and essay comments.
In general, as a supervisor, you will be expected to spend approximately 3-5
hours meeting with each student. It is important to ensure the quality of the research question and the correct subject match. In some cases, you will guide students in developing their research questions and research process in alignment with your subject-area expertise. You will also discuss research findings and the first few pages of the essay, and conduct the Viva Voce, a crucial 20-30 minute meeting that aids the student in their written reflection. Your role involves reading and commenting (but not editing) on one draft of the essay. Remember that reflections will be added in ManageBac once the student has completed the process.
The norming sessions focus on establishing a shared understanding commitment, by reviewing the EE timeline and discussing the relationship between mark bands and the rubric score. They also engage in activities like norming by reading sample essays to predict their marks. The goal of norming is to ensure that teachers mark Extended Essays in a way that aligns with the standards set by the IB board. For instance, past observations have indicated that Sequoia Teachers have sometimes marked EEs more generously than the IB board, highlighting the need for calibration. Understanding the grade bands is crucial for predicting the final assessment.
Understanding the scoring criteria, which include Focus & Method, Knowledge & Understanding, Critical Thinking, Presentation, and Engagement, is vital for guiding students. These criteria are used to assess the essay and determine the final grade. By engaging with these norming and training principles, you will be well-prepared to support students in producing high-quality Extended Essays.
Elizabeth Snow | MLIS | Extended Essay Coordinator
SESSION 1:
Appeal to Supervisors:
In an all-staff meeting in January, the IB Coordinator presents an overview of the program at large, with special focus on the following:
• An overview of the Extended Essay
• The Role of the Supervisor
• IB Training opportunities by subject-area
• Value of staff expertise
Supervisors are informed of our compensation package, key dates, and they hear from student as encouragement to join the pool.
KEY DATES
• Initial meeting in April
• Interim meeting in September
• Comment on full draft in October
• Final meeting in November • Initial
QUALIFYING TO SUPERVISE EE Subjects
• Interim • Comment • Final
◌ Which courses are you most comfortable supervising?
◌ Which course are you trained for through IB?
◌ What did you study in college? List majors/minors
◌ What are your hobbies outside of school?
Matching Supervisors to Writer SESSION 2:
Matching with students:
After students conduct subject-area exploration, they have likely narrowed their topic area. Students are then asked to list 3 adults with whom they would like to work for the duration of the Extended Essay. The EE coordinator then matches students with writers based on availabiliy of subject-area expertise, student topic choice, and other various notes.
MEET YOUR EXTENDED ESSAY WRITER
Working with a supervisor gives students a chance to practice soft skills, such as effective communication, flexibility, and taking initiative, while strengthening their academic research skills. .
STUDENTS ARE INSTRUCTED TO:
• Introduce yourself as an IBDP student embarking on an EE in your subject
• Share your topic and developing RQ at this point
• Establish a preferred method for communication
• Ask permission to snap a selfie and upload it here
• If you still need a supervisor, please see Ms. Snow right away. Your supervisor will receive separate communication from me.
ACTION ITEM: Locate your introductory email from ManageBac
EE COORD will add supervisors to student worksheets
Supervisors are alerted to PPF expectations from beginning
Reflections will be added in ManageBac
MEET YOUR SUPERVISOR: (THESE ARE THE DIRECTIONS GIVEN TO THE STUDENTS)
Working with a supervisor gives you a chance to practice your soft skills, such as effective communication, flexibility, and taking initiative, while strengthening your academic research skills. Read more about the Role of the Supervisor here. If so, stop by that person’s room to:
• Introduce yourself as an IBDP student embarking on an EE in your subject
• Share your topic and developing RQ at this point
• Establish a preferred method for communication
• Ask permission to snap a selfie and upload it here
• If you still need a supervisor, please see Ms. Snow right away. Your supervisor will receive separate communication from me.
SESSION 3:
Supervisor Kick-Off Session
Once supervisors are matched, and they have committed to the process, they are required to attend this 1-hr Supervisor kick-off session with the Extended Essay Coordinator (school librarian) which focuses on:
• EE overview
• Role of the EE coordinator
• Role of the supervisor
• Sequoia web page detailing the steps for the supervisor to ensure each students receives the same support.
Sample Slides from Supervisor Kick-Off
Supervisor Training
Visit my Website for Supervisor Support
TIMELINE & EXPECTATIONS
As a supervisor you will:
- Ensure quality of research question (p. 75-76) & correct subject match
“To what extent” questions imply that other factors will be considered
- Read & comment (no edits!) on one draft -- see p. 63 in EE Guide
- “Novices want positive feedback; experts appreciate negative feedback”
- Ensure authenticity (academic honesty); review sources
SESSION 4:
Supporting the students’ RQ:
Students receive guidance from their librarian on how to build a research portfolio. They also receive tools for building a solid RQ. Please review the tools they are provided to unify our expectations.
Watch the video to help you arrive at a strong RQ.
◌ Continue your background reading
◌ Add any pertinent articles to your Wakelet
◌ Add the subject guide
◌ Add a sample essay.
◌ Add the subject guide to your Wakelet (and read it)
◌ Add a sample essay to your Wakelet (and read it)
Materials for preparation are provided by IB
The sessions will advance students through the process.
You do NOT tell the student what to write/what to explore.
ACTION ITEM:
Once your student arrives at an acceptable RQ, please approve it in ManageBac. Specific steps are available on the Supervisor webpage.
SESSION 4:
Developing Research Questions
1. General Subject: Math
2. Topic: Statistical Analysis of impact of Uber/Lyft on transportation in major metro areas
3. Argument: Advent of Uber/Lyft has impacted transportation modes
4. Counter Argument: No (with evidence of controls)
5. Research Question #1: To what extent do Uber/Lyft affect car registration rates in major metro areas?
6. Research Question #2: How have Uber/Lyft affected use of BART/Muni/other public transit?
NOTES ABOUT FORMAL REFLECTIONS
You will meet with your students formally, 3 times:
● 1st Meeting: Discuss research question & research process; Review over appropriate rubric
2nd Meeting:
● 2nd is about the research findings and first few pages of essay (read draft happens between 2nd & 3rd required sessions)
Final Reflection | Viva Voce
Once students complete the essay, you will meet for the fnal time. After this session you will complete your portion on the PPF.
PRESENTATION
• Thestructureoftheessayclearly isappropriateintermsofthe expectedconventionsforthe topic,theargumentandsubject inwhichtheessayisregistered.
• Layoutconsiderationsarepresent andappliedcorrectly.
• The structure and layout support thereading,understandingand evaluationoftheextendedessay.
E ENGAGEMENT
E
• Reflectionsondecision-making andplanningareevaluativeand include reference to the student’s capacitytoconsideractionsand ideasinresponsetochallenges experiencedintheresearch process.
• These reflections communicate a highdegreeofintellectualand personalengagementwiththe researchfocusandprocessof research,demonstrating authenticity,intellectualinitiative and/orcreativeapproachinthe student voice.
SESSION 5:
REVIEWING CRITERIA
Extended Essay
Assessment Criteria
FOCUS & METHOD
The topic is communicated accurately and effectively.
Points
• Identification and explanation of the research topic is effectively communicated; the purpose and focus of the research is clear and appropriate. The research question is clearly stated and focused.
• The research question is clear and addresses an issue of research that is appropriately connected to the discussion in the essay.
Methodology of the research is complete.
• An appropriate range of relevant source(s) and/or method(s) has been selected in relation to the topic and research question.
• There is evidence of effective and informed selection of sources and/or methods.
KNOWLEDGE AND UNDERSTANDING
Knowledge and understanding is excellent.
Points
• The application of source materials is clearly relevant and appropriate to the research question.
• Knowledge of the topic/discipline(s)/issue is clear and coherent and sources are used effectively and with understanding.
Use of terminology and concepts is good.
• The use of subject-specific terminology and concepts is accurate and consistent, demonstrating effective knowledge and understanding.
CRITICAL THINKING
Points
BThe research is excellent.
• The research is appropriate to the research question and its application to support the argument is consistently relevant. Analysis is excellent.
• The research is analysed effectively and clearly focused on the research question; the inclusion of less relevant research does not significantly detract from the quality of the overall analysis.
• Conclusions to individual points of analysis are effectively supported by the evidence. Discussion/evaluation is excellent.
• An effective and focused reasoned argument is developed from the research with a conclusion reflective of the evidence presented.
• This reasoned argument is well structured and coherent; any minor inconsistencies do not hinder the strength of the overall argument or the final or summative conclusion.
• The research has been critically evaluated.
PRESENTATION
Presentation is good.
Points
D
• The structure of the essay clearly is appropriate in terms of the expected conventions for the topic, the argument and subject in which the essay is registered.
• Layout considerations are present and applied correctly.
• The structure and layout support the reading, understanding and evaluation of the EE.
ENGAGEMENT
Engagement is excellent.
Points
• Reflections on decision-making and planning are evaluative and include reference to the student’s capacity to consider actions and ideas in response to challenges experienced in the research process.
• These reflections communicate a high degree of intellectual and personal engagement with the research focus and process of research, demonstrating authenticity, intellectual initiative and/or creative approach in the student voice.
Extended Essay
Assessment Criteria
A
FOCUS & METHOD
The topic is communicated accurately and effectively.
The research question is clearly stated and focused.
Methodology of the research is complete.
6 pts.
B
KNOWLEDGE AND UNDERSTANDING
Knowledge and understanding is excellent.
Use of terminology and concepts is good.
6 pts.
C CRITICAL
THINKING
The research is excellent.
Analysis is excellent.
Discussion/evaluation is excellent.
12 pts.
Required Elements 1. Title page 2. Contents page 3. Introduction 4. Body of the essay 5. Conclusion
6. References and bibliography
FORMATTING
1. 12 Point Font
2. Double-spaced 3. Page Numbers
• The structure of the essay clearly is appropriate in terms of the expected conventions for the subject in which the essay is registered.
• Layout considerations are present and applied correctly.
• The structure and layout support the reading, understanding and evaluation of the extended essay.
The structure of the essay clearly is appropriate in terms of the expected conventions for the topic, the argument and subject in which the essay is registered.
Layout considerations are present and applied correctly.
The structure and layout support the reading, understanding and evaluation of the extended essay.
4 pts. D
E ENGAGEMENT E
Reflections on decision-making and planning are evaluative and include reference to the student’s capacity to consider actions and ideas in response to challenges experienced in the research process.
These reflections communicate a high degree of intellectual and personal engagement with the research focus and process of research, demonstrating authenticity, intellectual initiative and/or creative approach in the student voice.
6 pts.
D:Presentation
Word Count (max. 4000 words)
Included Not included
The Introduction
The main body
The conclusion
Footnotes and/or endnotes that are not Citations/references
The contents page
Maps, charts, diagrams
Tables Quotations
Equations, formulas & calculations
The bibliography
The RPPF Headers
Title Page should include ONLY the following:
• Title of the essay
• Research question
• Subject:
• If a language essay, state the category
• If WS ЕЕ state the theme and the two subjects.
• Word count
It should NOT include:
• the candidate, supervisor or school name
SUPPORTING STUDENT WRITING SESSION 6:
Think about your best approaches to writing. For some, it is making a strict outline, and for others, it is using a free-write method or stream of consciousness exercise.
Decide for yourself which approach works best, and spend 30 minutes writing now.
ACTION ITEM:
Visit the 2 writing practice documents, considering how you embed your sources/evidence in your own prose. Use the IB guide to Effective Citing and Referencing to decide how best to incorporate your evidence.
B
Extended Essay
Assessment Criteria
FOCUS & METHOD
The topic is communicated accurately and effectively. The research question is clearly stated and Methodologyfocused. of the research is complete. A
6 pts.
KNOWLEDGE UNDERSTANDINGAND
Knowledge and understanding is excellent.
Use of terminology and concepts is good.
6 pts.
C CRITICAL THINKING
The research is excellent. Analysis is excellent.
Discussion/evaluation is excellent.
12 pts.
SESSION 7:
Norming for Extended Essay
SUPERVISOR CALIBRATION SESSION
Extended Essay
Norming Session for Supervisors
For the past few years Sequoia Teachers have marked Extended Essays (EE) more generously than the IB board.
▣ EE Timeline for remainder of year
▣ Mark Bands v. Rubric Score
▣ Norming: Read essay Q, Z, and ＊ and predict a mark band/score
▣ View actual EE score
▣ Discuss
EE 2024 Subject area GRADES
▣ Review Checklist to help current students earn points
▣ If time: Find an EE sample from your subject area
▣ Look at your student from last year
Scoring Criteria
A: Focus & Method Is the essay focused on a question? What sources/approach did your student use?
D: Presentation The
B: Knowledge & Understanding Extent
C: Critical thinking
Assesses
E: Engagement
When you predict your final assessment you will use Grade Bands
Step 1: Read essay Q.
Step 2: Read the essay without looking at the marks ( a challenge!)
Step 3: What grade would you predict for this paper?
Step 4: Repeated for Essay Z and *.
Step 5: Discuss as group
How do your marks differ from the actual score?
Step 6: Challenge of Consensus
Where can students
earn more points?
Be sure each paragraph connects the source back to the research question.
Where is your source , and how did the source change your understanding of your RQ?
SESSION 8:
Complete Draft for Advisor Comments
At this point, students should feel proud of their essay, and eager to get proper feedback from the supervisor. Read this document thoroughly and answer all the questions.
Supervisors should be able to comment on a final draft. Students will need to check the sharing settings to ensure this.
Students will communicate with you, the supervisor, that they have shared their document complete with edit history back to February 2025. If students miss this deadline, supervisors are not obligated to comment, and you will acknowledge in the fnal reflection.
Supervisors will be leaving open-ended comments because you are meant to be the one editing your draft, not them. IB specifically states that supervisors are not allowed to do the follow:
◌ Correct spelling and punctuation.
◌ Correct experimental work or mathematics.
◌ Re-write any part of the essay.
◌ Indicate where whole sections of the essay would be better placed.
◌ Proofread the essay for errors.
◌ Correct bibliographies or citations.
◌ Finally: Seriously read and consider the comments, as they will inform the final polishing of your essay that results in your final draft.
Please communicate with the student once you have completed your review , in time for them to have 1 week to make any revisions before the fnal submission.
Celebrate fnishing the process, like Sarah H. did (class of 2021)!