Professional Documents
Culture Documents
Business Management Marking Rubric
Business Management Marking Rubric
|
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
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
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.