The Extended Essay Assessment Criteria (DP IB Extended Essay): Revision Note

What are the Assessment Criteria?

Understanding the marks and the purpose of the assessment criteria

• The assessment criteria are the specific standards used by examiners to appraise an extended essay and award a total mark

  • The essay is marked out of a maximum of 30 marks

  • Examiners use a best-fit approach and don’t expect every indicator in a band to be met

• High performance in the Extended Essay (EE) and Theory of Knowledge (TOK) can contribute up to three points to the total diploma score

Criterion A — Framework for the Essay

• Criterion A is worth a maximum of 6 marks

What does criterion A assess?

• It focuses on the RQ — the focused and clear question that directs the entire research project

  • The RQ must be relevant to the topic, clear and focused in relation to the scope of the essay

• It evaluates the suitability and application of research methods

  • Research methods include the specific tools and procedures used to collect and analyse data, such as experiments or surveys

• It assesses the use of structural conventions — the formal rules for organising an academic paper

  • In this context, structure refers to the clarity of the essay's framework rather than just simple formatting

  • Structural conventions are subject-specific academic writing rules (e.g., how and when to use figures/tables; how to label and refer to them; appropriate sectioning), and they should support communication of the research

Criterion B — Knowledge &Understanding

• Criterion B is worth a maximum of 6 marks

What does criterion B assess?

• It measures how well a student uses research materials to establish knowledge of their topic

• It assesses the accurate and consistent use of terminology — the technical words specific to an academic field

  • Using appropriate terminology can show that the student understands the nature of the subject

  • Inaccurate or superficial use of subject-specific language can significantly limit the final marks

• It evaluates the application of concepts — the key ideas around which subject knowledge is developed

Criterion C — Analysis & Line of Argument

• Criterion C is worth a maximum of 6 marks

What does criterion C assess?

• It assesses the quality of analytical writing — a style that moves beyond "what" or "who" to explore the "why" and "how" of research findings

  • Effective analysis breaks down the topic to bring out its essential elements

• It evaluates the coherence of the line of argument — a sustained thread of logical reasoning that connects the RQ to the findings and conclusion

  • Signposting can be done through topic sentences, transitions, and (where appropriate) headings

Criterion D — Discussion & Evaluation

• Criterion D is worth a maximum of 8 marks

What does criterion D assess?

• It is the highest-weighted criterion in the assessment framework

• It requires a balanced discussion — a considered review of research significance that incorporates multiple perspectives

• It assesses the quality of evaluation — the process of appraising research by weighing up its strengths and limitations

  • Students should evaluate the effectiveness of the essay (including the suitability of methods, quality/limits of evidence, and how these choices affect findings), explaining relevant strengths and limitations

  • For higher marks, evaluation should be integrated into the discussion, not confined to a single end section

Criterion E — Reflection

• Criterion E is worth a maximum of 4 marks

What does criterion E assess?

• Criterion E is applied only to the reflective statement on the student’s RPF

• It assesses evaluative reflection — the process of thinking back on an experience to understand its impact on the student as a learner

  • Evaluative reflection should also be partially future-oriented and include specific examples of learning

• It looks for evidence of growth — the development of new skills or a shift in perspective during the research process

  • Generic reflections on basic time management score poorly

  • Students should demonstrate the transfer of learning — applying skills learned during the EE to other areas of study or life