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Extended Essay Supervisor Guide

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

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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

Sequoia High School

Contents INTRODUCTION: Overview SESSION 1: Appeal to Supervisors: 4 SESSION 2: Matching Supervisors to Writer 6 SESSION 3: Supervisor Kick-off 8 MEETING: Supporting the students’ RQ: 10 SESSION 4: First formal reflections & PPF 12 SESSION 5: REVIEWING CRITERIA 14 SESSION 6: SUPPORTING STUDENT WRITING 16 SESSION 7: SUPERVISOR CALIBRATION SESSION

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SESSION 8: Complete Draft for Advisor Comments 20

Extended Essay Handbook

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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.

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Supervising the Extended Essay

bit

b i t. l y / e e s u p e r v i s o r s

KEY DATES

K

• Initial meeting in April

• Initi

• Interim meeting in September

• Inte

• Comment on full draft in October

• Com

• Final meeting in November

• Fina

QUALIFYING TO SUPERVISE EE Subjects

SUPERVISOR POOL Application

◌ 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?

EE COORDINATOR PROVIDES VIDEO SUMMARY OF SUBJECT GROUPS Extended Essay Handbook

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SESSION 2: Matching Supervisors to Writer 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

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Sequoia High School

EE COORD will add supervisors to student worksheets

Reflections will be added in ManageBac

Supervisors are alerted to PPF expectations from beginning

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.

Extended Essay Handbook

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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

Material to cover

Supervisor Training

- What is the Extended Essay (and role in Diploma) - Why would I want to do this? (you are all experts…)

- Time commitment - Compensation - Timeline

For the Extended Essay | Class of 2026

Agree to supervise in an area of expertise:

You will be expected to: ● ●

●

Meet with students 3-5 hours Communicate deadlines (met/not met) with EE Coordinator Discuss rubric with student to be sure category is correct

Workshop 1 -

Role & expectation of Supervisor Overview of subject-specific guidelines Research questions Resources available (EE Guide, Media Center, etc.)

Workshop 2 - ManageBac Support - Essay calibration: sample essays - Past essay results

Model of the Information Seeking Process Initiation Selection Exploration Feelings

Uncertainty

Optimism

Formulation

Collection

Presentation

Assessment

Confusion Frustration Doubt

Clarity

Sense of Direction/ Confidence

Satisfaction or Disappointment e of ent Sens plishm accom least at

It is NOT your responsibility to chase the student or track the down. You are making yourself available for the student; it is up to them to utilize this resource.

Kuhlthau, Carol C. Seeking Meaning: A Process Approach to Library and Information Services. Norwood, N.J.: Ablex Publishing Corp., 1993, pp.45-51) Figure 1. “My Information Search Process experiences.” Experience map format based on Experience Map by Tyler Tate, http://tylertate.com/

Organizing Benchmarks around Criteria

When you predict your final assessment you will use Grade Bands Everyone likes to know this information, but IB discourages sharing, due to frequency of change.

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EE 2025 Subject area GRADES at a glance: Overall grade distribution:

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Materials for preparation are provided by IB EE Coordinator will hold sessions for the students during the collaboration time on Monday & Tuesdays.

Sequoia High School

Using the Supervising the Extended Essay Resource page

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 To what e xent...

EE Guide -

“Novices want positive feedback; experts appreciate negative feedback”

- Ensure authenticity (academic honesty); review sources

Extended Essay Handbook

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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.

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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?

Extended Essay Handbook

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NOTES ABOUT FORMAL REFLECTIONS You will meet with your students formally, 3 times: ● 1st Meeting: Discuss research question & research process; Review over appropriate rubric Watch this video provided by the IB organization. It details what the reflection session might look like:

2nd Meeting: ● 2nd is about the research findings and first few pages of essay (read draft happens between 2nd & 3rd required sessions)

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Final Reflection | Viva Voce Once students complete the essay, you will meet for the final time.

After this session you will complete your portion on the PPF.

D

ON

NTATI

PRESE

learly ssay c e e h t ure of e struct s of th • The in term e t ia r r the rop is app ions fo t n e v n bject ted co and su t expec n e gum ered. the ar regist is topic, y a s s sent h the e re pre a s n in whic io t sidera ut con tly.

• Layo e t corr c d e li uppor p p yout s and a la d n d ure a ing an struct stand r • The e d n ,u ssay. ading nded e e t x the re e of the ation evalu

4 pts.

E

EMENT

ENGAG

king n-ma io is c e on d e and ctions aluativ v e • Refle e r ga nt’s lannin stude and p to the e c n e and e refer ctions a r e includ id ons nges ity to c challe o capac t e s on h in resp searc ideas the re in d e ienc exper ate a ss. munic m o proce c ctions d e refle ual an • Thes tellect in f o e h the egre ent wit high d m e g ga ess of nal en perso d proc n a s u c rch fo g resea stratin e emon d , itiativ h c r ctual in resea e ll e t , in e h in th nticity proac authe p a e tiv r crea and/o e. nt voic stude

6 pts.

Extended Essay Handbook

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SESSION 5: REVIEWING CRITERIA Extended Essay Assessment Criteria A

FOCUS & METHOD

6 Points

The topic is communicated accurately and effectively.

• 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.

6 Points

B

CRITICAL THINKING

12 Points

C

PRESENTATION

4 Points

D

KNOWLEDGE AND UNDERSTANDING

Knowledge and understanding is excellent.

• 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.

The 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 is good.

• 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

6 Points

Engagement is excellent.

• 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.

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Sequoia High School

E

Extended Essay Assessment Criteria

A

FOCUS & METHOD

PRESENTATION

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.

The topic is communicated accurately and effectively.

The research question is clearly stated and focused.

Methodology of the research is complete.

6 pts.

B

D

KNOWLEDGE AND UNDERSTANDING

Knowledge and understanding is excellent.

Use of terminology and concepts is good.

6 pts.

C CRITICAL THINKING

Layout considerations are present and applied correctly.

The structure and layout support the reading, understanding and

evaluation of the extended essay.

4 pts.

E

ENGAGEMENT

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

The research is excellent.

research focus and process of

Analysis is excellent.

authenticity, intellectual initiative

Discussion/evaluation is excellent.

12 pts.

research, demonstrating

and/or creative approach in the student voice.

6 pts.

CRITERION

D:Presentation 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

Word Count (max. 4000 words)

Included The Introduction The main body The conclusion Footnotes and/or endnotes that are not Citations/references

Not included 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

evaluation of the extended essay.

Extended Essay Handbook

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SESSION 6: SUPPORTING STUDENT WRITING 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.

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Sequoia High School

Extende

d Essay

Assessm

A

ent Crite

FOCUS &

ria

METHOD

The topi c is com municat accurate ed ly and ef fectively.

The rese arch qu es tio n is clea stated an rly d focuse d.

Methodo logy of th e resear complet ch is e.

B

6 pts.

KNOWLE DGE AND UNDERS TANDIN G

Knowledg e and un derstand is excelle ing nt.

Use of te rminolog y and concepts is good.

C

6 pts.

CRITICA

L THINKI

NG

The rese Analysis

Discussi

arch is ex

cellent.

is excelle

nt.

on/evalu ation is excelle nt.

12 pts.

Extended Essay Handbook

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SESSION 7:

2025 Extended Essay Norming Session for Supervisors

Norming Together

Norming for Extended Essay

“

SUPERVISOR CALIBRATION SESSION

Why?

For the past few years Sequoia Teachers have marked Extended Essays (EE) more generously than the IBhello! board.

I’m Betsy Snow

To establish or judge in reference to a norm: normed the test on the basis of last year's results

bsnow@seq.org | is.gd/shsmc | Supervising the Extended Essay Resources

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Action items for this session:

▣ EE Timeline for remainder of year ▣ Mark Bands v. Rubric Score ▣ ▣ ▣ ▣ ▣ ▣

EE 2024 and predict a mark band/score Norming: Read essay Q, Z, and ＊ Subject area View actual EE score GRADES Discuss at a glance: Review Checklist to help current students earn points If time: Find an EE sample from your subject area and repeat Overall grade distribution: Look at your student from last year A B C D E 2

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22

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Where are the gaps?

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How does this translate into guidance for the full draft you received yesterday from your current student?

You should have received a full EE draft 10/12 Comments 21 due by 10/19

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0!

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Scoring Criteria 6

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A: Focus & Method Is the essay focused on a question? What sources/approach did your student use?

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B: Knowledge & Understanding Extent to which research relates to subject area. How is knowledge conveyed through use of terminology and concepts.

D: Presentation 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. The structure and layout support the reading, understanding and evaluation of the extended essay.

When you predict your final assessment you will use Grade Bands

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C: Critical thinking Has research been analyzed and evaluated? Can you point to examples where student has made explicit connection?

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E: Engagement

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Assesses the student’s engagement with their research focus and the research process. It will be applied by the examiner at the end of the assessment of the essay, and is based solely on the candidate’s reflections as detailed on theRPPF, with the supervisory comments and extended essay itself as context. Only the first 500 words are assessable.

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“

Q

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

Z

✯

“

*Everyone likes to know this information, but IB discourages sharing, due to frequency of change.

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How does the subject specific rubric guide your supervision?

2019 Subject areas at a glance...

Where can students earn more points?

Find one or two areas where you can advise your student to improve.

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In reality...

Example

Say Be sure each paragraph connects the source back to the research question.

Where is your source , and 18

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how did the source change your understanding of your RQ?

Extended Essay Handbook

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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 final 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 final submission.

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Extended Essay Handbook

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Celebrate finishing the process, like Sarah H. did (class of 2021)!