This, in keeping with other Diploma trends such as the overhaul of the Theory of Knowledge assessment criteria towards separately, comprising four different criterion subsets.
This never struck me as supportive of diverse writing styles and structures, as appropriate to multiple disciplines, methodologies and diverse learner profiles. So supervisors, and students have tended to play it safe, sadly: writing ( as, perhaps, in the MYP’s Personal Project with its likewise overelaborate and prescriptive assessment criteria) to a reductive formula.
Click on this padlet, as seen below, to participate in a sorting activity with the criteria: repositioning the old assessment criteria according to where it might fit into the new: can certainly also be seen to be part of this removal of prescriptive detail, towards a slimmed-down, student-centred approach to assessing their work.
But it is also a move away from traditional academic writing form.
What if, for example, the student is writing in a dialectical structure, and their - will every examiner have identified, and so rewarded this? , worth 12 of the overall 34 points available, and allowing us to authentically participate in a holistic positive marking ethos: rewarding good thinking, good writing and the TOK dimension where we read it, not according to concrete sequential prescription.
But this certainly involves a mind-shift for those familiar with the old way of assessing.
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One component of the International Baccalaureate® (IB) Diploma Programme (DP) core, the extended essay is mandatory for all students. You can also read about how the IB sets deadlines for the extended essay, find examples of extended essay titles from previous DP students and learn about the world studies extended essay.
Learn more about the extended essay in a DP workshop for teachers.
Our recognition resource and document library has subject briefs for the DP, looking at every subject at both standard and higher level.