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EXTENDED  ESSAY  ASSESSMENT  CRITERIA  (BUSINESS  MANAGEMENT)  

All  information  in  this  rubric  is  property  of  the  IBO.  This  rubric  was  compiled  from  the  general  “The  Assessment  Criteria”  and  
from  the  “Interpreting  the  EE  Assessment  Criteria”  section  within  the  guidelines  for  the  subject.  The  full  guide  details:  
International  Baccalaureate  Organisation,  ed.  "Guide."  Diploma  Programme:  Extended  Essay.  International  Baccalaureate  
Organisation,  Feb  2016.  Web.  13  Jan.  2017.  
https://ibpublishing.ibo.org/extendedessay/apps/dpapp/toc.html?doc=d_0_eeyyy_gui_1602_1_e  

A:  FOCUS  AND  METHOD  –  6  MARKS    

(STRANDS:  TOPIC,  RESEARCH  QUESTION,  METHODOLOGY)  

This  criterion  focuses  on  the  topic,  the  research  question  and  the  methodology.  It  assesses  the  explanation  of  the  focus  of  the  
research  (this  includes  the  topic  and  the  research  question),  how  the  research  will  be  undertaken,  and  how  the  focus  is  
maintained  throughout  the  essay.  

Level   Descriptor  
0   The  work  does  not  reach  a  standard  outlined  by  the  descriptors  below.    
The  topic  is  communicated  unclearly  and  incompletely.    
• Identification  and  explanation  of  the  topic  is  limited;  the  purpose  and  focus  of  the  research  is  
unclear,  or  does  not  lend  itself  to  a  systematic  investigation  in  the  subject  for  which  it  is  registered.    
The  research  question  is  stated  but  not  clearly  expressed  or  too  broad.    
• The  research  question  is  too  broad  in  scope  to  be  treated  effectively  within  the  word  limit  and  
requirements  of  the  task,  or  does  not  lend  itself  to  a  systematic  investigation  in  the  subject  for  
1–2   which  it  is  registered.    
• The  intent  of  the  research  question  is  understood  but  has  not  been  clearly  expressed  and/or  the  
discussion  of  the  essay  is  not  focused  on  the  research  question.    
Methodology  of  the  research  is  limited.    
• The  source(s)  and/or  method(s)  to  be  used  are  limited  in  range  given  the  topic  and  research  
question.  
There  is  limited  evidence  that  their  selection  was  informed.    
The  topic  is  communicated.    
• Identification  and  explanation  of  the  research  topic  is  communicated;  the  purpose  and  focus  of  the  
research  is  adequately  clear,  but  only  partially  appropriate.    
The  research  question  is  clearly  stated  but  only  partially  focused.    
• The  research  question  is  clear  but  the  discussion  in  the  essay  is  only  partially  focused  and  connected  
to  the  research  question.    
3–4  
Methodology  of  the  research  is  mostly  complete.    
• Source(s)  and/or  method(s)  to  be  used  are  generally  relevant  and  appropriate  given  the  topic  and  
research  question.    
• There  is  some  evidence  that  their  selection(s)  was  informed.    
If  the  topic  or  research  question  is  deemed  inappropriate  for  the  subject  in  which  the  essay  is  registered  no  
more  than  four  marks  can  be  awarded  for  this  criterion.    
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  
5–6  
the  discussion  in  the  essay.    
Methodology  of  the  research  is  complete.    
• An  appropriate  range  of  relevant  source(s)  and/or  method(s)  have  been  applied  in  relation  to  the  
topic  and  research  question.    
• There  is  evidence  of  effective  and  informed  selection  of  sources  and/or  methods.  

Kelli  Powling,  EE  Coordinator,  ACS  Hillingdon  International  School  

 
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BUSINESS  MANAGEMENT  SPECIFIC  NOTES:  

The  EE  title  is  best  stated  in  the  form  of  a  question  that  promotes  the  application  of  the  higher  order  skills  of  analysis,  
evaluation  and  synthesis,  rather  than  encouraging  a  descriptive  essay.  The  title  may,  however,  be  presented  as  a  statement,  
proposition  or  hypothesis  for  discussion.    

The  research  question  must  be  specific  and  sharply  focused  on  a  business  problem  or  issue  worthy  of  investigation.  It  should  
require  the  use  of  business  management  theories,  tools  and  techniques.  Topics  that  consider  generic  or  broad  issues  will  
restrict  the  possibility  of  effective  treatment  within  the  word  limit  and  will  constrain  performance  on  this  criterion.    

Students  must  use  secondary  resources  in  the  first  instance.  Students  should  employ  high-­‐level  academic  research  and  writing  
skills,  and  show  that  the  student  is  capable  of  intellectual  discovery  and  creativity  .    

The  essay  should  be  based  on  a  comprehensive  review  of  the  literature  on  the  topic  selected.  It  must  not  end  up  as  a  practical  
investigation  resembling  a  higher  level  internal  assessment.    

Any  essay  based  heavily  on  questionnaires  and/or  interviews  will  inevitably  lose  marks  on  a  range  of  criteria.    

If  primary  research  is  conducted  it  must  provide  information  that  is  not  accessible  from  secondary  sources  or  that  significantly  
enhances  the  value  of  the  secondary  data  presented.    

All  research  conducted,  whether  primary  or  secondary,  should  support  specific  quantitative  and  qualitative  analysis  and  
evaluation  directly  related  to  the  research  question.    

Students  must  demonstrate  that  their  essay  has  been  well  planned  and  that  they  have  designed  an  appropriate  and  coherent  
approach  and  structure  to  address  the  research  question.  

   

Kelli  Powling,  EE  Coordinator,  ACS  Hillingdon  International  School  

 
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B:  KNOWLEDGE  AND  UNDERSTANDING  –  6  MARKS    
(STRANDS:  CONTEXT,  SUBJECT-­‐SPECIFIC  TERMINOLOGY  AND  CONCEPTS)  

This  criterion  assesses  the  extent  to  which  the  research  relates  to  the  subject  area/discipline  used  to  explore  the  research  
question,  and  additionally  the  way  in  which  this  knowledge  and  understanding  is  demonstrated  through  the  use  of  appropriate  
terminology  and  concepts.  

Level   Descriptor  
0   The  work  does  not  reach  a  standard  outlined  by  the  descriptors  below.    
Knowledge  and  understanding  is  limited.    
• The  selection  of  source  material  has  limited  relevance  and  is  only  partially  appropriate  to  the  
research  question.    
1–2   • Knowledge  of  the  topic/discipline(s)/issue  is  anecdotal,  unstructured  and  mostly  descriptive  with  
sources  not  effectively  being  used.    
Use  of  terminology  and  concepts  is  unclear  and  limited.    
Subject-­‐specific  terminology  and/or  concepts  are  either  missing  or  inaccurate,  demonstrating  limited  
knowledge  and  understanding.    
Knowledge  and  understanding  is  good.    
• The  selection  of  source  material  is  mostly  relevant  and  appropriate  to  the  research  question.    
• Knowledge  of  the  topic/discipline(s)/issue  is  clear;  there  is  an  understanding  of  the  sources  used  but  
their  application  is  only  partially  effective.    
3–4   Use  of  terminology  and  concepts  is  adequate.    
• The  use  of  subject-­‐specific  terminology  and  concepts  is  mostly  accurate,  demonstrating  an  
appropriate  level  of  knowledge  and  understanding.    
If  the  topic  or  research  question  is  deemed  inappropriate  for  the  subject  in  which  the  essay  is  registered  no  
more  than  four  marks  can  be  awarded  for  this  criterion.    
Knowledge  and  understanding  is  excellent.    
• The  selection  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  
5–6   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.    

 BUSINESS  MANAGEMENT  SPECIFIC  NOTES:  

The  sources  collected  by  the  student  should  be  relevant  to  the  research  question  and  applied  appropriately,  so  that  an  
argument  can  be  formed  and  a  conclusion(s)  reached.  The  student  should  use  the  sources  to  place  their  topic  into  a  wider  
business  context.    

For  example,  if  the  focus  of  the  essay  is  on  the  role  of  social  media,  the  student  should  be  able  to  explain  the  impact  the  social  
media  has  on  a  number  of  business  functions,  such  as  marketing  and  recruitment.    

The  student  must  demonstrate  that  they  have  a  good  grasp  of  business  terminology  and  that  they  can  use  this  fluently,  
accurately  and  consistently  when  developing  lines  of  argument.  They  may  need  to  clarify  terms  or  provide  further  explanation  
or  definition  of  selected  terms  or  concepts.    

   

Kelli  Powling,  EE  Coordinator,  ACS  Hillingdon  International  School  

 
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C:  CRITICAL  THINKING  –  12  MARKS    
(STRANDS:  RESEARCH,  ANALYSIS,  AND  DISCUSSION  AND  EVALUATION)  

This  criterion  assesses  the  extent  to  which  critical-­‐thinking  skills  have  been  used  to  analyse  and  evaluate  the  research  
undertaken.  

Level   Descriptor  
0   The  work  does  not  reach  a  standard  outlined  by  the  descriptors  below.    
The  research  is  limited.    
• The  research  presented  is  limited  and  its  application  is  not  clearly  relevant  to  the  RQ.    
Analysis  is  limited.    
• There  is  limited  analysis.  
• Where  there  are  conclusions  to  individual  points  of  analysis  these  are  limited  and  not  consistent  
with  the  evidence.    
Discussion/evaluation  is  limited.    
1–3  
• An  argument  is  outlined  but  this  is  limited,  incomplete,  descriptive  or  narrative  in  nature.    
• The  construction  of  an  argument  is  unclear  and/or  incoherent  in  structure  hindering  understanding.    
• Where  there  is  a  final  conclusion,  it  is  limited  and  not  consistent  with  the  arguments/evidence  
presented.    
• There  is  an  attempt  to  evaluate  the  research,  but  this  is  superficial.    
If  the  topic  or  research  question  is  deemed  inappropriate  for  the  subject  in  which  the  essay  is  registered  no  
more  than  three  marks  can  be  awarded  for  this  criterion.    
The  research  is  adequate.    
• Some  research  presented  is  appropriate  and  its  application  is  partially  relevant  to  the  Research  
question.    
Analysis  is  adequate.    
• There  is  analysis  but  this  is  only  partially  relevant  to  the  research  question;  the  inclusion  of  
irrelevant  research  detracts  from  the  quality  of  the  argument.    
4–6   • Any  conclusions  to  individual  points  of  analysis  are  only  partially  supported  by  the  evidence.    
Discussion/evaluation  is  adequate.    
• An  argument  explains  the  research  but  the  reasoning  contains  inconsistencies.    
• The  argument  may  lack  clarity  and  coherence  but  this  does  not  significantly  hinder  understanding.    
• Where  there  is  a  final  or  summative  conclusion,  this  is  only  partially  consistent  with  the  
arguments/evidence  presented.    
• The  research  has  been  evaluated  but  not  critically.  
The  research  is  good.    
• The  majority  of  the  research  is  appropriate  and  its  application  is  clearly  relevant  to  the  research  
question.    
Analysis  is  good.    
• The  research  is  analysed  in  a  way  that  is  clearly  relevant  to  the  research  question;  the  inclusion  of  
less  relevant  research  rarely  detracts  from  the  quality  of  the  overall  analysis.    
• Conclusions  to  individual  points  of  analysis  are  supported  by  the  evidence  but  there  are  some  minor  
7–9  
inconsistencies.    
Discussion/evaluation  is  good.    
• An  effective  reasoned  argument  is  developed  from  the  research,  with  a  conclusion  supported  by  the  
evidence  presented.    
• This  reasoned  argument  is  clearly  structured  and  coherent  and  supported  by  a  final  or  summative  
conclusion;  minor  inconsistencies  may  hinder  the  strength  of  the  overall  argument.    
• The  research  has  been  evaluated,  and  this  is  partially  critical.  
The  research  is  excellent.    
• The  research  is  appropriate  to  the  research  question  and  its  application  is  consistently  relevant.    
10–12   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.    

Kelli  Powling,  EE  Coordinator,  ACS  Hillingdon  International  School  

 
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• 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.  

 BUSINESS  MANAGEMENT  SPECIFIC  NOTES:  

Throughout  the  essay,  the  student  is  expected  to  present  and  analyse  business  data  and  sources  and  to  evaluate  the  insights  
and  significance  of  these  for  addressing  the  research  question.  To  score  highly  against  this  criterion,  the  student  needs  to  
demonstrate  a  sophisticated  application  of  analytical  and  evaluative  skills.    

An  integrated  use  of  research  and  business  theories,  tools  and  techniques  is  required  to  develop  an  argument  and  to  assess  the  
strengths  and  limitations  of  various  perspectives  on  the  topic  under  investigation.  Essays  that  are  wholly  or  largely  descriptive  
in  nature  will  score  poorly  against  this  criterion.    

The  student  should  develop  a  reasoned,  coherent  and  logical  argument  in  response  to  the  research  question.  Where  
appropriate,  conclusions  to  points  should  be  made  throughout,  and  there  must  be  at  least  one  culminating  conclusion  that  
summarizes  the  student’s  response  to  the  research  question.  Any  judgments  made  should  be  consistent  with  the  argument  
presented  and  supported  by  evidence.    

The  student  should  comment  on  the  quality,  balance  and  quantity  of  the  sources  and  reflect  on  any  bias  or  limitations  that  may  
weaken  the  strength  or  affect  the  objectivity  of  supporting  materials.    

The  student  should  point  out  any  limitations  or  unresolved  issues  in  the  research  and  suggest  further  action  to  address  these.  

   

Kelli  Powling,  EE  Coordinator,  ACS  Hillingdon  International  School  

 
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D:  PRESENTATION  –  4  MARKS  
(STRANDS:  STRUCTURE,  LAYOUT)  

This  criterion  assesses  the  extent  to  which  the  presentation  follows  the  standard  format  expected  for  academic  writing  and  the  
extent  to  which  this  aids  effective  communication.  

Level   Descriptor  
0   The  work  does  not  reach  a  standard  outlined  by  the  descriptors  below.    
Presentation  is  acceptable.    
• The  structure  of  the  essay  is  generally  appropriate  in  terms  of  the  expected  conventions  for  the  
topic,  argument  and  subject  in  which  the  essay  is  registered.    
1–2  
• Some  layout  considerations  may  be  missing  or  applied  incorrectly.  
• Weaknesses  in  the  structure  and/or  layout  do  not  significantly  impact  the  reading,  understanding  or  
evaluation  of  the  extended  essay.    
Presentation  is  good.    
• The  structure  of  the  essay  clearly  is  appropriate  in  terms  of  the  expected  conventions  for  the  topic,  
3–4   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.    

 BUSINESS  MANAGEMENT  SPECIFIC  NOTES:  

This  criterion  relates  to  the  extent  to  which  the  essay  conforms  to  accepted  academic  standards  in  relation  to  how  research  
papers  should  be  presented.  It  also  relates  to  how  well  these  elements  support  the  reading,  understanding  and  evaluation  of  
the  essay.    

Students  may  provide  a  section  and  subsection  structure  to  their  essays,  with  appropriate  informative  headings.  Subheadings  
should  not  distract  from  the  overall  structure  of  the  essay  or  argument  presented.    

Any  graphs,  charts,  images  or  tables  from  literature  sources  included  in  essays  must  be  carefully  selected  and  labelled.  They  
should  only  be  used  if  they  are  directly  relevant  to  the  research  question,  contribute  towards  the  understanding  of  the  
argument  and  are  of  a  good  graphic  quality.  Large  tables  of  raw  data  collected  by  the  student  are  best  included  in  an  appendix,  
where  they  should  be  carefully  labelled.    

Too  many  graphs,  charts  and  tables  detract  from  the  overall  quality  of  the  communication.  Only  processed  data  that  is  central  
to  the  argument  of  the  essay  should  be  included  in  the  body  of  the  essay,  as  close  as  possible  to  its  first  reference.  Any  tables  
should  enhance  a  written  explanation  and  should  not  themselves  include  significant  bodies  of  text;  if  this  is  the  case  then  these  
words  will  be  included  in  the  word  count.    

Students  must  take  care  in  their  use  of  appendices  as  examiners  are  not  required  to  read  them.  All  information  with  direct  
relevance  to  the  analysis,  discussion  and  evaluation  of  the  essay  must  be  contained  in  the  main  body  of  the  essay.    

Any  material  that  is  not  original  must  be  carefully  acknowledged,  with  specific  attention  paid  to  the  acknowledgment  and  
referencing  of  quotes  and  ideas.  This  acknowledgment  and  referencing  is  applicable  to  audiovisual  material,  text,  graphs  and  
data  published  in  print  and  electronic  sources.  If  the  referencing  does  not  meet  the  minimum  standard  as  indicated  in  the  guide  
(name  of  author,  date  of  publication,  title  of  source  and  page  numbers,  as  applicable),  and  is  not  consistently  applied,  work  will  
be  considered  as  a  case  of  possible  academic  misconduct.    

A  bibliography  is  essential  and  has  to  be  presented  in  a  standard  format.  Title  page,  table  of  contents,  page  numbers,  etc  must  
contribute  to  the  quality  of  presentation.    
 

The  essay  must  not  exceed  4,000  words  of  narrative.  Graphs,  figures,  calculations  and  diagrams  are  not  included  in  the  word  
count.  Students  should  be  aware  that  examiners  will  not  read  beyond  the  4,000  word  limit,  nor  assess  any  material  presented  
thereafter.  

Kelli  Powling,  EE  Coordinator,  ACS  Hillingdon  International  School  

 
7  |  R u b r i c   w i t h   B u s i n e s s   M a n a g e m e n t   n o t e s  
 
 
E:  ENGAGEMENT  –  6  MARKS  
(STRANDS:  PROCESS,  RESEARCH  FOCUS)  

This  criterion  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  the  
Reflections  on  Planning  and  Progress  Form  (RPPF),  with  the  supervisory  comments  and  Extended  Essay  itself  as  context.  

Level   Descriptor  
0   The  work  does  not  reach  a  standard  outlined  by  the  descriptors  or  a  RPPF  has  not  been  submitted.    
Engagement  is  limited.    
• Reflections  on  decision-­‐making  and  planning  are  mostly  descriptive.  
1–2  
• These  reflections  communicate  a  limited  degree  of  personal  engagement  with  the  research  focus  
and/or  research  process.    
Engagement  is  good.    
• Reflections  on  decision-­‐making  and  planning  are  analytical  and  include  reference  to  conceptual  
3–4   understanding  and  skill  development.    
• These  reflections  communicate  a  moderate  degree  of  personal  engagement  with  the  research  focus  
and  process  of  research,  demonstrating  some  intellectual  initiative.    
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  
5–6   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.    

 BUSINESS  MANAGEMENT  SPECIFIC  NOTES:  

This  criterion  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  the  RPPF,  
with  the  supervisory  comments  and  extended  essay  itself  as  context.  

Students  are  expected  to  provide  reflections  on  the  decision-­‐making  and  planning  process  undertaken  in  completing  the  essay.  
Students  must  demonstrate  how  they  arrived  at  a  topic  as  well  as  the  methods  and  approach  used.  This  criterion  assesses  the  
extent  to  which  a  student  has  evidenced  the  rationale  for  decisions  made  throughout  the  planning  process  and  the  skills  and  
understandings  developed.    

For  example,  students  may  reflect  on:  

• the  approach  and  strategies  chosen,  and  their  relative  success  

• the  Approaches  to  learning  skills  they  have  acquired  and  how  they  have  developed  as  a  learner    
• how  their  conceptual  understandings  have  developed  or  changed  as  a  result  of  their  research    
• challenges  faced  in  their  research  and  how  they  overcame  these  
• questions  that  emerged  as  a  result  of  their  research  
• what  they  would  do  differently  if  they  were  to  undertake  the  research  again.  

Effective  reflection  highlights  the  journey  the  student  has  engaged  in  through  the  EE  process.  In  order  to  demonstrate  that  
engagement,  students  must  show  evidence  of  critical  and  reflective  thinking  that  goes  beyond  simply  describing  the  procedures  
that  have  been  followed.  Reflections  must  provide  the  examiner  with  an  insight  into  student  thinking,  creativity  and  originality  
within  the  research  process.  The  student  voice  must  be  clearly  present  and  demonstrate  the  learning  that  has  taken  place.  

Kelli  Powling,  EE  Coordinator,  ACS  Hillingdon  International  School