viva voce for extended essay

Sir Wilfrid Laurier C.I. Library & Learning Commons

Final Steps: The Supervisor’s Report, Viva Voce and the RPPF

After you’ve read the E.E. and used the criteria to assess the Essay itself, you’re almost done.

The Final Steps for the E.E., have more to do with your efforts than any other part of the E.E. process.

There are 2 major final steps before you have determined the Predicted Grade .

The Viva Voce

• The Supervisor’s Report, part of the RPPF

The Viva Voce’s importance to the Extended Essay experience is more defined with the new curriculum. It is now designed to be a thirty minute session where the mentor and the student discuss the E.E.

Viva Voce Information from the I.B.

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Sat / act prep online guides and tips, the complete ib extended essay guide: examples, topics, and ideas.

International Baccalaureate (IB)

IB students around the globe fear writing the Extended Essay, but it doesn't have to be a source of stress! In this article, I'll get you excited about writing your Extended Essay and provide you with the resources you need to get an A on it.

If you're reading this article, I'm going to assume you're an IB student getting ready to write your Extended Essay. If you're looking at this as a potential future IB student, I recommend reading our introductory IB articles first, including our guide to what the IB program is and our full coverage of the IB curriculum .

IB Extended Essay: Why Should You Trust My Advice?

I myself am a recipient of an IB Diploma, and I happened to receive an A on my IB Extended Essay. Don't believe me? The proof is in the IBO pudding:

If you're confused by what this report means, EE is short for Extended Essay , and English A1 is the subject that my Extended Essay topic coordinated with. In layman's terms, my IB Diploma was graded in May 2010, I wrote my Extended Essay in the English A1 category, and I received an A grade on it.

What Is the Extended Essay in the IB Diploma Programme?

The IB Extended Essay, or EE , is a mini-thesis you write under the supervision of an IB advisor (an IB teacher at your school), which counts toward your IB Diploma (learn more about the major IB Diploma requirements in our guide) . I will explain exactly how the EE affects your Diploma later in this article.

For the Extended Essay, you will choose a research question as a topic, conduct the research independently, then write an essay on your findings . The essay itself is a long one—although there's a cap of 4,000 words, most successful essays get very close to this limit.

Keep in mind that the IB requires this essay to be a "formal piece of academic writing," meaning you'll have to do outside research and cite additional sources.

The IB Extended Essay must include the following:

• A title page
• Contents page
• Introduction
• Body of the essay
• References and bibliography

Additionally, your research topic must fall into one of the six approved DP categories , or IB subject groups, which are as follows:

• Group 1: Studies in Language and Literature
• Group 2: Language Acquisition
• Group 3: Individuals and Societies
• Group 4: Sciences
• Group 5: Mathematics
• Group 6: The Arts

Once you figure out your category and have identified a potential research topic, it's time to pick your advisor, who is normally an IB teacher at your school (though you can also find one online ). This person will help direct your research, and they'll conduct the reflection sessions you'll have to do as part of your Extended Essay.

As of 2018, the IB requires a "reflection process" as part of your EE supervision process. To fulfill this requirement, you have to meet at least three times with your supervisor in what the IB calls "reflection sessions." These meetings are not only mandatory but are also part of the formal assessment of the EE and your research methods.

According to the IB, the purpose of these meetings is to "provide an opportunity for students to reflect on their engagement with the research process." Basically, these meetings give your supervisor the opportunity to offer feedback, push you to think differently, and encourage you to evaluate your research process.

The final reflection session is called the viva voce, and it's a short 10- to 15-minute interview between you and your advisor. This happens at the very end of the EE process, and it's designed to help your advisor write their report, which factors into your EE grade.

Here are the topics covered in your viva voce :

• A check on plagiarism and malpractice
• Your reflection on your project's successes and difficulties
• Your reflection on what you've learned during the EE process

Your completed Extended Essay, along with your supervisor's report, will then be sent to the IB to be graded. We'll cover the assessment criteria in just a moment.

We'll help you learn how to have those "lightbulb" moments...even on test day!  

What Should You Write About in Your IB Extended Essay?

You can technically write about anything, so long as it falls within one of the approved categories listed above.

It's best to choose a topic that matches one of the IB courses , (such as Theatre, Film, Spanish, French, Math, Biology, etc.), which shouldn't be difficult because there are so many class subjects.

Here is a range of sample topics with the attached extended essay:

• Biology: The Effect of Age and Gender on the Photoreceptor Cells in the Human Retina
• Chemistry: How Does Reflux Time Affect the Yield and Purity of Ethyl Aminobenzoate (Benzocaine), and How Effective is Recrystallisation as a Purification Technique for This Compound?
• English: An Exploration of Jane Austen's Use of the Outdoors in Emma
• Geography: The Effect of Location on the Educational Attainment of Indigenous Secondary Students in Queensland, Australia
• Math: Alhazen's Billiard Problem
• Visual Arts: Can Luc Tuymans Be Classified as a Political Painter?

You can see from how varied the topics are that you have a lot of freedom when it comes to picking a topic . So how do you pick when the options are limitless?

How to Write a Stellar IB Extended Essay: 6 Essential Tips

Below are six key tips to keep in mind as you work on your Extended Essay for the IB DP. Follow these and you're sure to get an A!

#1: Write About Something You Enjoy

You can't expect to write a compelling essay if you're not a fan of the topic on which you're writing. For example, I just love British theatre and ended up writing my Extended Essay on a revolution in post-WWII British theatre. (Yes, I'm definitely a #TheatreNerd.)

I really encourage anyone who pursues an IB Diploma to take the Extended Essay seriously. I was fortunate enough to receive a full-tuition merit scholarship to USC's School of Dramatic Arts program. In my interview for the scholarship, I spoke passionately about my Extended Essay; thus, I genuinely think my Extended Essay helped me get my scholarship.

But how do you find a topic you're passionate about? Start by thinking about which classes you enjoy the most and why . Do you like math classes because you like to solve problems? Or do you enjoy English because you like to analyze literary texts?

Keep in mind that there's no right or wrong answer when it comes to choosing your Extended Essay topic. You're not more likely to get high marks because you're writing about science, just like you're not doomed to failure because you've chosen to tackle the social sciences. The quality of what you produce—not the field you choose to research within—will determine your grade.

Once you've figured out your category, you should brainstorm more specific topics by putting pen to paper . What was your favorite chapter you learned in that class? Was it astrophysics or mechanics? What did you like about that specific chapter? Is there something you want to learn more about? I recommend spending a few hours on this type of brainstorming.

One last note: if you're truly stumped on what to research, pick a topic that will help you in your future major or career . That way you can use your Extended Essay as a talking point in your college essays (and it will prepare you for your studies to come too!).

#2: Select a Topic That Is Neither Too Broad nor Too Narrow

There's a fine line between broad and narrow. You need to write about something specific, but not so specific that you can't write 4,000 words on it.

You can't write about WWII because that would be a book's worth of material. You also don't want to write about what type of soup prisoners of war received behind enemy lines, because you probably won’t be able to come up with 4,000 words of material about it. However, you could possibly write about how the conditions in German POW camps—and the rations provided—were directly affected by the Nazis' successes and failures on the front, including the use of captured factories and prison labor in Eastern Europe to increase production. WWII military history might be a little overdone, but you get my point.

If you're really stuck trying to pinpoint a not-too-broad-or-too-narrow topic, I suggest trying to brainstorm a topic that uses a comparison. Once you begin looking through the list of sample essays below, you'll notice that many use comparisons to formulate their main arguments.

I also used a comparison in my EE, contrasting Harold Pinter's Party Time with John Osborne's Look Back in Anger in order to show a transition in British theatre. Topics with comparisons of two to three plays, books, and so on tend to be the sweet spot. You can analyze each item and then compare them with one another after doing some in-depth analysis of each individually. The ways these items compare and contrast will end up forming the thesis of your essay!

When choosing a comparative topic, the key is that the comparison should be significant. I compared two plays to illustrate the transition in British theatre, but you could compare the ways different regional dialects affect people's job prospects or how different temperatures may or may not affect the mating patterns of lightning bugs. The point here is that comparisons not only help you limit your topic, but they also help you build your argument.

Comparisons are not the only way to get a grade-A EE, though. If after brainstorming, you pick a non-comparison-based topic and are still unsure whether your topic is too broad or narrow, spend about 30 minutes doing some basic research and see how much material is out there.

If there are more than 1,000 books, articles, or documentaries out there on that exact topic, it may be too broad. But if there are only two books that have any connection to your topic, it may be too narrow. If you're still unsure, ask your advisor—it's what they're there for! Speaking of advisors...

Don't get stuck with a narrow topic!

#3: Choose an Advisor Who Is Familiar With Your Topic

If you're not certain of who you would like to be your advisor, create a list of your top three choices. Next, write down the pros and cons of each possibility (I know this sounds tedious, but it really helps!).

For example, Mr. Green is my favorite teacher and we get along really well, but he teaches English. For my EE, I want to conduct an experiment that compares the efficiency of American electric cars with foreign electric cars.

I had Ms. White a year ago. She teaches physics and enjoyed having me in her class. Unlike Mr. Green, Ms. White could help me design my experiment.

Based on my topic and what I need from my advisor, Ms. White would be a better fit for me than would Mr. Green (even though I like him a lot).

The moral of my story is this: do not just ask your favorite teacher to be your advisor . They might be a hindrance to you if they teach another subject. For example, I would not recommend asking your biology teacher to guide you in writing an English literature-based EE.

There can, of course, be exceptions to this rule. If you have a teacher who's passionate and knowledgeable about your topic (as my English teacher was about my theatre topic), you could ask that instructor. Consider all your options before you do this. There was no theatre teacher at my high school, so I couldn't find a theatre-specific advisor, but I chose the next best thing.

Before you approach a teacher to serve as your advisor, check with your high school to see what requirements they have for this process. Some IB high schools require your IB Extended Essay advisor to sign an Agreement Form , for instance.

Make sure that you ask your IB coordinator whether there is any required paperwork to fill out. If your school needs a specific form signed, bring it with you when you ask your teacher to be your EE advisor.

#4: Pick an Advisor Who Will Push You to Be Your Best

Some teachers might just take on students because they have to and aren't very passionate about reading drafts, only giving you minimal feedback. Choose a teacher who will take the time to read several drafts of your essay and give you extensive notes. I would not have gotten my A without being pushed to make my Extended Essay draft better.

Ask a teacher that you have experience with through class or an extracurricular activity. Do not ask a teacher that you have absolutely no connection to. If a teacher already knows you, that means they already know your strengths and weaknesses, so they know what to look for, where you need to improve, and how to encourage your best work.

Also, don't forget that your supervisor's assessment is part of your overall EE score . If you're meeting with someone who pushes you to do better—and you actually take their advice—they'll have more impressive things to say about you than a supervisor who doesn't know you well and isn't heavily involved in your research process.

Be aware that the IB only allows advisors to make suggestions and give constructive criticism. Your teacher cannot actually help you write your EE. The IB recommends that the supervisor spends approximately two to three hours in total with the candidate discussing the EE.

#5: Make Sure Your Essay Has a Clear Structure and Flow

The IB likes structure. Your EE needs a clear introduction (which should be one to two double-spaced pages), research question/focus (i.e., what you're investigating), a body, and a conclusion (about one double-spaced page). An essay with unclear organization will be graded poorly.

The body of your EE should make up the bulk of the essay. It should be about eight to 18 pages long (again, depending on your topic). Your body can be split into multiple parts. For example, if you were doing a comparison, you might have one third of your body as Novel A Analysis, another third as Novel B Analysis, and the final third as your comparison of Novels A and B.

If you're conducting an experiment or analyzing data, such as in this EE , your EE body should have a clear structure that aligns with the scientific method ; you should state the research question, discuss your method, present the data, analyze the data, explain any uncertainties, and draw a conclusion and/or evaluate the success of the experiment.

#6: Start Writing Sooner Rather Than Later!

You will not be able to crank out a 4,000-word essay in just a week and get an A on it. You'll be reading many, many articles (and, depending on your topic, possibly books and plays as well!). As such, it's imperative that you start your research as soon as possible.

Each school has a slightly different deadline for the Extended Essay. Some schools want them as soon as November of your senior year; others will take them as late as February. Your school will tell you what your deadline is. If they haven't mentioned it by February of your junior year, ask your IB coordinator about it.

Some high schools will provide you with a timeline of when you need to come up with a topic, when you need to meet with your advisor, and when certain drafts are due. Not all schools do this. Ask your IB coordinator if you are unsure whether you are on a specific timeline.

Below is my recommended EE timeline. While it's earlier than most schools, it'll save you a ton of heartache (trust me, I remember how hard this process was!):

• January/February of Junior Year: Come up with your final research topic (or at least your top three options).
• February of Junior Year: Approach a teacher about being your EE advisor. If they decline, keep asking others until you find one. See my notes above on how to pick an EE advisor.
• April/May of Junior Year: Submit an outline of your EE and a bibliography of potential research sources (I recommend at least seven to 10) to your EE advisor. Meet with your EE advisor to discuss your outline.
• Summer Between Junior and Senior Year: Complete your first full draft over the summer between your junior and senior year. I know, I know—no one wants to work during the summer, but trust me—this will save you so much stress come fall when you are busy with college applications and other internal assessments for your IB classes. You will want to have this first full draft done because you will want to complete a couple of draft cycles as you likely won't be able to get everything you want to say into 4,000 articulate words on the first attempt. Try to get this first draft into the best possible shape so you don't have to work on too many revisions during the school year on top of your homework, college applications, and extracurriculars.
• August/September of Senior Year: Turn in your first draft of your EE to your advisor and receive feedback. Work on incorporating their feedback into your essay. If they have a lot of suggestions for improvement, ask if they will read one more draft before the final draft.
• September/October of Senior Year: Submit the second draft of your EE to your advisor (if necessary) and look at their feedback. Work on creating the best possible final draft.
• November-February of Senior Year: Schedule your viva voce. Submit two copies of your final draft to your school to be sent off to the IB. You likely will not get your grade until after you graduate.

Remember that in the middle of these milestones, you'll need to schedule two other reflection sessions with your advisor . (Your teachers will actually take notes on these sessions on a form like this one , which then gets submitted to the IB.)

I recommend doing them when you get feedback on your drafts, but these meetings will ultimately be up to your supervisor. Just don't forget to do them!

The early bird DOES get the worm!

How Is the IB Extended Essay Graded?

Extended Essays are graded by examiners appointed by the IB on a scale of 0 to 34 . You'll be graded on five criteria, each with its own set of points. You can learn more about how EE scoring works by reading the IB guide to extended essays .

• Criterion A: Focus and Method (6 points maximum)
• Criterion B: Knowledge and Understanding (6 points maximum)
• Criterion C: Critical Thinking (12 points maximum)
• Criterion D: Presentation (4 points maximum)
• Criterion E: Engagement (6 points maximum)

How well you do on each of these criteria will determine the final letter grade you get for your EE. You must earn at least a D to be eligible to receive your IB Diploma.

Although each criterion has a point value, the IB explicitly states that graders are not converting point totals into grades; instead, they're using qualitative grade descriptors to determine the final grade of your Extended Essay . Grade descriptors are on pages 102-103 of this document .

Here's a rough estimate of how these different point values translate to letter grades based on previous scoring methods for the EE. This is just an estimate —you should read and understand the grade descriptors so you know exactly what the scorers are looking for.

Here is the breakdown of EE scores (from the May 2021 bulletin):

How Does the Extended Essay Grade Affect Your IB Diploma?

The Extended Essay grade is combined with your TOK (Theory of Knowledge) grade to determine how many points you get toward your IB Diploma.

To learn about Theory of Knowledge or how many points you need to receive an IB Diploma, read our complete guide to the IB program and our guide to the IB Diploma requirements .

This diagram shows how the two scores are combined to determine how many points you receive for your IB diploma (3 being the most, 0 being the least). In order to get your IB Diploma, you have to earn 24 points across both categories (the TOK and EE). The highest score anyone can earn is 45 points.

Let's say you get an A on your EE and a B on TOK. You will get 3 points toward your Diploma. As of 2014, a student who scores an E on either the extended essay or TOK essay will not be eligible to receive an IB Diploma .

Prior to the class of 2010, a Diploma candidate could receive a failing grade in either the Extended Essay or Theory of Knowledge and still be awarded a Diploma, but this is no longer true.

Figuring out how you're assessed can be a little tricky. Luckily, the IB breaks everything down here in this document . (The assessment information begins on page 219.)

40+ Sample Extended Essays for the IB Diploma Programme

In case you want a little more guidance on how to get an A on your EE, here are over 40 excellent (grade A) sample extended essays for your reading pleasure. Essays are grouped by IB subject.

• Business Management 1
• Chemistry 1
• Chemistry 2
• Chemistry 3
• Chemistry 4
• Chemistry 5
• Chemistry 6
• Chemistry 7
• Computer Science 1
• Economics 1
• Design Technology 1
• Design Technology 2
• Environmental Systems and Societies 1
• Geography 1
• Geography 2
• Geography 3
• Geography 4
• Geography 5
• Geography 6
• Literature and Performance 1
• Mathematics 1
• Mathematics 2
• Mathematics 3
• Mathematics 4
• Mathematics 5
• Philosophy 1
• Philosophy 2
• Philosophy 3
• Philosophy 4
• Philosophy 5
• Psychology 1
• Psychology 2
• Psychology 3
• Psychology 4
• Psychology 5
• Social and Cultural Anthropology 1
• Social and Cultural Anthropology 2
• Social and Cultural Anthropology 3
• Sports, Exercise and Health Science 1
• Sports, Exercise and Health Science 2
• Visual Arts 1
• Visual Arts 2
• Visual Arts 3
• Visual Arts 4
• Visual Arts 5
• World Religion 1
• World Religion 2
• World Religion 3

What's Next?

Trying to figure out what extracurriculars you should do? Learn more about participating in the Science Olympiad , starting a club , doing volunteer work , and joining Student Government .

Studying for the SAT? Check out our expert study guide to the SAT . Taking the SAT in a month or so? Learn how to cram effectively for this important test .

Not sure where you want to go to college? Read our guide to finding your target school . Also, determine your target SAT score or target ACT score .

As an SAT/ACT tutor, Dora has guided many students to test prep success. She loves watching students succeed and is committed to helping you get there. Dora received a full-tuition merit based scholarship to University of Southern California. She graduated magna cum laude and scored in the 99th percentile on the ACT. She is also passionate about acting, writing, and photography.

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Extended Essay: Criterion E: Engagement (Reflection)

• Kick Off Day
• Define Topic
• Locate Resources
• Annotated Bibliography
• Evaluating Sources
• Integrating Quotes
• Citations & Referencing
• Evaluation Criteria & Examiner Reports
• Criterion A, B, C: Assessment of Research
• Criterion D: Presentation
• Criterion E: Engagement (Reflection)
• The Viva Voce
• EE Draft Feedback Template for Supervisors
• Language of Analysis
• Approaches to Learning (ATL)
• Roles and Responsibilities

Criterion E: Reflection (6 pts max)

Remember to include discussion of the Approaches to Learning (ATL's) in your reflections. This discussion needs to be specific and well-illustrated with clear examples. For specific language related to each of the ATL's, please click here .

Reflection One- Initial Stage

This will be after one of the early sessions with your supervisor where you outline:

• Your ideas regarding the topic in general
• The research question you have in mind
• Initial background reading or research you may have conducted
• Possible approaches
• Initial thoughts about the answer to your research question
• Roughly 100 words in length

Guiding Questions:

What exactly do you want to find out?

What resources do you plan to use?

What problems do you anticipate in your research?

What writing and research have you done since last session?

Have you found any sources with conflicting viewpoints?

Have you been able to find relevant sources from different eras?

What challenges did you encounter in finding relevant sources?

How do you think you might use your sources?

Have you collected sufficient data?

Have you finished note taking from your text?

• What am I interested in researching and why?
• What are my motivations for undertaking research in this area?
• How will I begin the research process?
• Is my chosen topic appropriate for the subject I have chosen to complete it in?
• Do I have sufficient knowledge of the subject area to fulfill the criteria of an EE?
• What possible question(s) might I research?
• How might I go about undertaking this research?
• Do I have access to appropriate sources?
• Are my chosen research methods appropriate for the subject I have chosen to complete it in?
• Are there any ethical issues I need to consider before pursuing this area of research?
• Is there sufficient focus to my research area?

Examples of Reflection One

• Sample History EE Reflection

I was attracted to Anna Comnena's The Alexiad as a result of some extra readings which formed part of my IB History course (Crusades). As the first female historian, she stands in a unique place in terms of historiography, something which appealed to me as both a woman and budding historian. I was initially considering writing about her accounts of the First Crusade but quickly found the topic to be far too wide in scope. A reading of Paul Magdalino's article "The Pen of the Aunt" helped refocus me on the issue of historical purpose, i.e., why she wrote the history she did. I have now allocated time to reading historical accounts of Manuel I's reign to decide how closely the events Anna mentions in her history of her father's reign (Alexius) so as to validate my current hypothesis-  that Anna intended the work as a celebratory account of her father so as to cast a negative light on the rule of her nephew Manuel I. My current list includes Runciman, France, Macrides, Christomides, and Hill.

Reflection Two- Interim Stage

This reflection session will usually fall somewhere in the middle to latter half of your EE process, usually before the first draft is completed.

• Discuss how the research question has become more refined.
• Comment on any challenges you have encountered & what solutions you have attempted.
• Discuss how your thinking on your topic has evolved.
• Roughly 200 words in length

Where was I? Where I am now? Where am I going?

What sources do you find helpful?

How have you evaluated your sources?

Have you adopted a structure for writing based on what the IB requires?

What do you need to do next?

Examples of Reflection Two

I was finding it hard to come up with a satisfactory counter to the question of accuracy and authenticity which feature prominently in modern readings of her work. Historians ranging from Edward Gibbon and John France to the more direct Howard-Johnson paper which completely challenges her authorship effectively negated my hypothesis entirely. Using Magdalino and Hill as a focus point, I re-read key sections of The Alexiad and mapped out her account against the policital events of Manuel I's reign and quickly discovered some interesting overlaps (building works, military campaigns, relations with the West, etc.). Though occasionally obscure and subtle, the criticisms emerge by means of an unspoken comparison which Byzantine readers of her account would have well understood. This approach is providing me with a suitable counter to the aforementioned criticisms. I have also begun structuring my work accordingly with sections devoted to historical context followed by a section on The Alexiad which compares and contrasts events from Alexius' time with those of Manuel's. I am considering a chapter on the historiographical tradition of Byzantium but may integrate it into the main body in the end.

Reflection Three- Looking Back

This final reflection should be written BEFORE the Viva Voce meeting. It should:

• Offer your final reflections on the process
• Discuss any achievements realized or challenges overcome
• Discuss elements that allowed you to complete the task that may not be readily apparent in the essay itself.
• Discuss any relevant ATL's (Approaches to Learning) that you have developed through the process & be ready to provide good examples.

Guiding Questions

What did you discover that surprised you?

Is writing the EE mainly about process or product AND why?

What would you have done differently and why?

What advice would you give to a student just beginning this process?

What have been the high and low points of the research and writing processes?

What would you have done differently?

What is the most important thing that you learned?

What was your greatest challenge and how did you overcome it?

What would you change if you did another EE?

What was the most valuable experience that you took away from the process?

What was your greatest challenge and what did you do to overcome it?

What IB learner profile attribute would you say helped you through the process (communicator, risk-taker, etc.)?

Would you like to continue reading on this topic?

What questions did this process raise?

What conclusions have you drawn about the topic?

Examples of Reflection Three

I am very pleased with how the essay has turned out. Skills wise, I had no problems with referencing which I picked up quickly though integrating source analysis did prove a challenge at times due to my narrative tendencies. I believe I've been able to challenge the orthodox interpretations of Anna's work as a piece of fantasy fiction at the hands of a disgruntled woman by showing that Anna was effectively using one of the few weapons still permitted her in her diminished political state- the power of words- to criticize the existing leadership. Hill's works proved of particular use to me as they examined female power in a broader context and thus gave me a framework for interpreting what Anna was able to do within the context of her time.

IB-provided exemplars of "Reflections on Planning and Progress"

• Lang. Lit. Examplar #1
• Lang. Lit. Exemplar #2
• Lang. Lit. Exemplar #3
• History Exemplar #1
• History Exemplar #2
• Psychology Exemplar
• Biology Exemplar
• Math Exemplar #1
• Math Exemplar #2
• Visual Arts Exemplar #1
• Visual Arts Exemplar #2
• World Studies Exemplar #1
• World Studies Exemplar #2

Reflection Sentence Starters and Key Words

Click here or on the image below to go to the list of sentence starters you can use to help you write up your reflections. Regarding word count, we recommend 100 words for first reflection, 200 words for second reflection, and 200 words for third reflection (roughly).

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Extended Essay - Criteria: Viva voce

• Criterion A: Focus and Method
• Criterion B: Knowledge and Understanding
• Criterion C: Critical Thinking
• Table of Contents
• Citations and Referencing
• Appendices (Optional)
• Initial reflection
• Interim reflection
• Viva Voce Handout

After completing the third and final reflection in ManageBac, the student should see the EE Coordinator, who will check that all forms are complete and will give the student a star!

DO NOT MENTION YOUR SUPERIVOR'S NAME in your reflection.

The viva voce is a mandatory interview between the student and the supervisor that concludes the extended essay process. This interview informs the third and final written reflection and occurs after the student has uploaded their completed, fully edited , FINAL DRAFT to ManageBac. At this point, no further changes can be made to the essay.

Viva Voce Questions

VIVA VOCE (interview lasting 15–30 minutes)

During this interview session supervisors might ask:

• Did anything surprise you?
• What would you consider to be the most (and least) rewarding aspect of your research and writing process?
• How did you incorporate them into your paper?
• What did you learn about your topic?
• What were some of the challenges you encounter during your research and writing process and how did you overcome them.
• How successful you’ve been with regards to answering your research question.

Final Reflection

FINAL REFLECTION (max. 150-200 words posted to ManageBac)

When writing the final reflection, students might reflect about any of the above questions that were discussed.

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Extended Essay: Final Reflection (Viva Voce)

• General Timeline
• Group 1: English Language and Literature
• Group 2: Language Acquisition
• Group 3: Individuals and Societies
• Group 4: Sciences
• Group 5: Mathematics
• Group 6: The Arts
• Interdisciplinary essays
• Six sub-categories for WSEE
• IB Interdisciplinary EE Assessment Guide
• Brainstorming
• Pre-Writing
• Research Techniques
• The Research Question
• Paraphrasing, Summarising and Quotations
• Writing an EE Introduction
• Writing the main body of your EE
• Writing your EE Conclusion
• Sources: Finding, Organising and Evaluating Them
• Conducting Interviews and Surveys
• Citing and Referencing
• Check-in Sessions
• First Formal Reflection
• Second Formal Reflection
• Final Reflection (Viva Voce)
• Researcher's Reflection Space (RRS) Examples
• Information for Supervisors
• How is the EE Graded?
• EE Online Resources
• Stavanger Public Library
• Exemplar Essays
• Extended Essay Presentations
• ISS High School Academic Honesty Policy

Preparing for Your third and Final Mandatory Reflection Session

Preparation for the final reflection session  (viva voce).

Supervisors must have already read the final version of the essay, sent to them by the candidate, before this session takes place.

Students should bring the following to this session:

• extracts from their RRS that illustrate how they have grown as learners through the process of reflection 
• a willingness to share their personal experience and to discuss the skills and development of conceptual understandings that they have acquired through the completion of the extended essay. 

It is important to note that students must not be allowed to make any changes to their extended essay after this meeting. Once they have submitted the essay as final to their supervisor, it is the supervisor’s responsibility to ensure that changes are not made. This is particularly important for schools who allow candidate upload of the essay.

Final reflection session  (viva voce) 

The  viva voce  is a short interview between the student and the supervisor, and is the mandatory conclusion to the extended essay process. Students who do not attend the  viva voce  will be disadvantaged under criterion E (engagement) as the  Reflections on planning and progress form  will be incomplete. 

The  viva voce  is conducted once the student has submitted the final version of their extended essay. At this point in the process no further changes can be made to the essay. The  viva voce  is a celebration of the completion of the essay and a reflection on what the student has learned from the process. 

The  viva voce  is: 

• an opportunity to ask the student a variety of open-ended questions to elicit holistic evidence of the student’s learning experience. 
• an opportunity for the supervisor to confirm the  authenticity  of the student’s ideas and sources 
• an opportunity to reflect on successes and difficulties encountered in the research process 
• an aid to the supervisor’s comments on the  Reflections on planning and progress form . 

The  viva voce  should last 20–30 minutes. This is included in the recommended amount of time a supervisor should spend with the student. 

In conducting the  viva voce  and writing their comments on the  Reflections on planning and progress form , supervisors should bear in mind the following. 

• The form is an assessed part of the extended essay. The form must include: comments made by the supervisor that are reflective of the discussions undertaken with the student during their supervision/reflection sessions; the student’s comments; and the supervisor’s overall impression of the student’s engagement with the research process. 
• An incomplete form resulting from supervisors not holding reflection sessions, or students not attending them, could lead to criterion E (engagement) being compromised. 
• In assessing criterion E (engagement), examiners will take into account any information given on the form by the student about unusual intellectual inventiveness. This is especially the case if the student is able to demonstrate what has been learned as a result of this process or the skills developed. 
• Examiners want to know that students understand any material (which must be properly referenced) that they have included in their essays. If the way the material is used in context in the essay does not clearly establish this, the supervisor can check the student’s understanding in the  viva voce  and comment on this on the  Reflections on planning and progress form . 
• If there appear to be major shortcomings in citations or referencing, the supervisor should investigate thoroughly. No essay should be authenticated if the supervisor believes the student may be guilty of plagiarism or some other form of academic misconduct. 
• The comment made by the supervisor should not attempt to do the examiner’s job. It should refer to things, largely process-related, that may not be obvious in the essay itself. 
• Unless there are particular problems, the  viva voce  should begin and end positively. Completion of a major piece of work such as the extended essay is a great achievement for students. 

Following this final session, the student is required to complete the last student comment section of the  Reflections on planning and progress form  and submit it to his or her supervisor, who must then add his or her own comments, and initial and date the form. Note that the maximum total word limit for the three reflections on the RPPF is 500. The supervisor must then upload the form into the e-coursework system, confirm the authenticity of both the form and essay, and submit them to the IB for assessment as one portfolio. Please refer to the section  “Protocols for completing and submitting the  Reflections on planning and progress form ”  for more information. 

An RPPF that is blank, unsubmitted, or written in a language other than that of the essay, will be awarded a 0 for criterion E.

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Extended Essay : Reflection RPPF

• Home - EE Overview
• Educate Yourself (Key IB Documents)
• Set up Research Reflection Space (RRS)
• Research Questions
• Databases & Research
• Citation & Referencing This link opens in a new window
• Introduction
• Presentation
• Assessment Criteria
• Reflection RPPF
• Supervisor Info
• EE Session Presentations

Criterion E

Quick links to information on this page:, reflection                                      tips for writing your ee reflection                                      , viva voce                                      questions to ask yourself, your three reflections                   guidance for writing your rppf reflection, criterion e                                     sample rppfs, criterion e engagement rubric, don't take criterion e lightly. reflection accounts for 18% of your ee mark and can make the difference of a grade level (up or down) depending on the quality of your work.

You will meet with your supervisor a number of times while you are working on your EE, for a total of 3 to 5 hours.  Three of those sessions will be " reflection sessions ", meaning that following these meetings you will be required to submit a 150-175 word reflection on the research and writing process of your EE.  Your reflections will be submitted to the IB by our IB Coordinator, using the Reflections on Planning and Progress Form (RPPF).

Your 1st formal reflection session will be in the spring of your junior year. The remaining two sessions take place during the winter of your senior year. The 2nd or interim session will take place in December and the 3rd or final session called the Viva Voce will take place in February. Writing a good reflection is important as the three combined reflections count for 19% of your final EE grade from the IB examiner. 

Source: Susan Trower West Sound Academy

Your Three Reflections

• Reflection 1 Prompts
• Reflection 1 Example
• Reflection 2 Prompts
• Reflection 2 Example
• Reflection 3 Prompts
• Reflection 3 Example
• Sample Scored Reflections From the IB

Write the  first reflection  after one of the early sessions with your supervisor. Use the prompts below to help guide your reflection and discussion with your supervisor. (Think 100-125 words)

• What am I interested in researching and why?
• What are my motivations for undertaking research in this area?
• How will I begin the research process?
• Is my chosen topic appropriate for the subject I have chosen to complete it in?
• Do I have sufficient knowledge of the subject area to fulfill the criteria of an EE?
• What possible question(s) might I research?
• How might I go about undertaking this research?
• Do I have access to appropriate sources?
• Are my chosen research methods appropriate for the subject I have chosen to complete it in? 
• Are there any ethical issues I need to consider before pursuing this area of research?
• Is there sufficient focus to my research area?

Source:  Shekou Int School Libguide  & IBO

1st Reflection - History

I was attracted to Anna Comnena's  The Alexiad  as a result of some extra readings which formed part of my IB History course (Crusades). As the first female historian, she stands in a unique place in terms of historiography, something which appealed to me as both a woman and budding historian. I was initially considering writing about her accounts of the First Crusade but quickly found the topic to be far too wide in scope. A reading of Paul Magdalino's article "The Pen of the Aunt" helped refocus me on the issue of historical purpose, i.e., why she wrote the history she did. I have now allocated time to reading historical accounts of Manuel I's reign to decide how closely the events Anna mentions in her history of her father's reign (Alexius) so as to validate my current hypothesis-  that Anna intended the work as a celebratory account of her father so as to cast a negative light on the rule of her nephew Manuel I. My current list includes Runciman, France, Macrides, Christomides, and Hill.

The  Second Reflection  session usually falls in the latter half of your EE process. Use the prompts below to help guide your reflection and discussion with your supervisor. (Think 175-250 words)

• Do I have a reasoned argument that can be sustained throughout the essay?
• Did I make coherent links between different points made and the evidence presented?
• To what extent have I answered my research question?
• What reasons may have affected my ability to answer my research question?
• If I have been selective in the evidence presented in my essay, can I justify my choices?
• Is there a clear summative conclusion, and does this reflect the discussion that has taken place?
• To what extent do I think I have fulfilled the expectations of the extended essay as a task?
• Has my research resulted in me changing my perspective or views on the topic in question?
• What strategies have I employed that have worked particularly well at this stage of the process?

2nd Reflection - History 

I was finding it hard to come up with a satisfactory counter to the question of accuracy and authenticity which feature prominently in modern readings of her work. Historians ranging from Edward Gibbon and John France to the more direct Howard-Johnson paper which completely challenges her authorship effectively negated my hypothesis entirely. Using Magdalino and Hill as a focus point, I re-read key sections of  The Alexiad  and mapped out her account against the policital events of Manuel I's reign and quickly discovered some interesting overlaps (building works, military campaigns, relations with the West, etc.). Though occasionally obscure and subtle, the criticisms emerge by means of an unspoken comparison which Byzantine readers of her account would have well understood. This approach is providing me with a suitable counter to the aforementioned criticisms. I have also begun structuring my work accordingly with sections devoted to historical context followed by a section on  The Alexiad  which compares and contrasts events from Alexius' time with those of Manuel's. I am considering a chapter on the historiographical tradition of Byzantium but may integrate it into the main body in the end.

The  Third Reflection  can be written before the Viva Voce meeting to help you prepare for the conversation and after you have submitted your final draft. (Think 175-250 words)

What did you discover that surprised you?

Is writing the EE mainly about process or product AND why?

What would you have done differently and why?

What advice would you give to a student just beginning this process?

What have been the high and low points of the research and writing processes?

What would you have done differently?

What is the most important thing that you learned?

What was your greatest challenge and how did you overcome it?

What would you change if you did another EE?

What was the most valuable experience that you took away from the process?

What was your greatest challenge and what did you do to overcome it?

What IB learner profile attribute would you say helped you through the process (communicator, risk-taker, etc.)?

Would you like to continue reading on this topic?

What questions did this process raise?

What conclusions have you drawn about the topic?

3rd Reflection - History

I am very pleased with how the essay has turned out. Skills wise, I had no problems with referencing which I picked up quickly though integrating source analysis did prove a challenge at times due to my narrative tendencies. I believe I've been able to challenge the orthodox interpretations of Anna's work as a piece of fantasy fiction at the hands of a disgruntled woman by showing that Anna was effectively using one of the few weapons still permitted her in her diminished political state- the power of words- to criticize the existing leadership. Hill's works proved of particular use to me as they examined female power in a broader context and thus gave me a framework for interpreting what Anna was able to do within the context of her time.

• An RPPF with Examiner Comments With a little guidance, every candidate should be able to score top marks on Criterion E: Engagement, which is based on the Reflections on Planning and Progress Form (RPPF). Reflection is an art form. And like any art form it can be learned. Below is a rather mediocre RPPF in the left column. In the right column, an experienced examiner has provided comments. Try to learn from these comments before writing your own RPPF comments or commenting on other RPPFs.

Source: Shekou Int School Libguide 

• Lang & Lit (Eng A) RPPF with Examiner Comments
• Lang Acq (Eng B) RPPF with Examiner Comments
• BM RPPF with Examiner Comments
• Econ RPPF with Examiner Comments
• History RPPF with Examiner Comments
• Biology RPPF with Examiner Comments
• Chemistry RPPF with Examiner Comments
• Computer Science RPPF with Examiner Comments
• Physics RPPF with Examiner Comments
• SEHS with Examiner Comments
• Music RPPF with Examiner Comments
• Visual Arts RPPF with Examiner Comments

Questions to Ask Yourself

Avoid using only description and keep descriptions brief. Use the prompts to spark your thinking.

Descriptive Ideas (limited reflection)

• What did I do?
• How did I undertake my research?
• What were the problems I faced?
• Did my approach or strategies change throughout the process?
• What have been the high and the low points of the research and writing process?

Analytical Ideas (good reflection)

• To what extent was my research successful?
• If I changed approach or strategies during the process, why did I do this?
• What did I learn from the experience in terms of my understanding of the subject area and/or skills needed?
• How has my understanding of the topic and process developed?

Evaluative Ideas (excellent reflection)

• If I did this again, what would I do differently?
• If I did this again, would I change the theories applied, or my methodology?
• Would there be a different outcome?
• What can I conclude?
• Were the strategies I used most appropriate for achieving my outcomes?
• What questions emerged as a result of my research? Would these questions influence my approach if I did this all over again?

Guidance for writing your RPPF reflection

What is the  viva voce ?

The  viva voce  is a short conference between the student and the supervisor. It is the recommended conclusion to the Extended Essay process, and lasts between 10 and 15 minutes. 

Why have the  viva voce ?

The EE supervisor is required to submit a report when your EE is shipped to the IB examiner has been assigned to grade it.  The supervisor can ask questions in the  viva voce  that will help with writing that report.  This is especially important if the supervisor feels there is a need to check for plagiarism and malpractice in general.  Supervisors are required to confirm the authenticity of the work in any Extended Essay submitted to IB.

The supervisor will use the  viva voce  to help you:

• Reflect on the successes and difficulties you had when researching and writing your essay
• Reflect on what you have learned

What questions will be asked in the  viva voce ?

Here are some examples of questions you might be asked:

• What have been the high and low points of the research and writing process?
• In hindsight, would you choose the topic again?
• What were the most interesting aspects of the process?  Did you discover anything that surprised you?
• What have you learned through writing this essay?  
• Having finished your essay, what additional questions did you find that could lead to further investigation?
• Is there any advice you could pass on to someone who has just started work on their EE?

Source: Susan Trower - West Sound Academy

Source: IBO Criterion E

Tips for Writing your EE Reflection

Sample RPPFs

• Bus Mgt RPPF Sample D
• Bus Mgt RPPF Sample C
• Eng A RPPF Sample G

Criterion E: Engagement Rubric

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Extended Essay: Reflection

• Extended Essay- The Basics
• Step 1. Choose a Subject
• Step 2. Educate yourself!
• Using Brainstorming and Mind Maps
• Identify Keywords
• Do Background Reading
• Define Your Topic
• Conduct Research in a Specific Discipline
• Step 5. Draft a Research Question
• Step 6. Create a Timeline
• Find Articles
• Find Primary Sources
• Get Help from Experts
• Search Engines, Repositories, & Directories
• Databases and Websites by Subject Area
• Create an Annotated Bibliography
• Advice (and Warnings) from the IB
• Chicago Citation Syle
• MLA Works Cited & In-Text Citations
• Step 9. Set Deadlines for Yourself
• Step 10. Plan a structure for your essay
• Evaluate & Select: the CRAAP Test
• Conducting Secondary Research
• Conducting Primary Research
• Formal vs. Informal Writing
• Presentation Requirements

Evaluating Your Work

You will meet with your supervisor a number of times while you are working on your EE, for a total of 3 to 5 hours.  Three of those sessions will be " reflection sessions ", meaning that following these meetings you will be required to submit a 150-175 word reflection on the research and writing process of your EE to the EE Coordinator.  Your reflections will be submitted to IB by WSA's IB Coordinator, using the Reflections on Planning and Progress Form (RPPF).

The 'Initial Session' in the spring of your junior year.  The remaining reflection session take place in your senior year:  one 'Interim Session' in September, and one 'Final Session' (also know as 'Viva Voce') in December.

Your three reflections will count for 18% of your final EE grade from the IB examiner.

On this page: 

Reflecting Throughout the Research Process Reflections on Planning and Progress Form (RPPF) and RPPF examples Viva Voce - the final conference with your EE Supervisor

One way to help with your reflection is to ask yourself questions. Your answers will help you identify any problems, so you can then find ways to solve them. See the page in this section:

Check the WSA EE Timeline for the scheduling of reflection sessions with your supervisor and the due dates for the three reflections.

Reflecting throughout the research process

Reflection is a continual process. If you are constantly considering the decisions you are making in the extended essay (EE) process, you are better able to avoid the common pitfalls of independent research. Reflection also helps you plan, allowing you to monitor your progress. 

The following table identifies three stages in the review process and the kinds of questions you can usefully consider at each. It also suggests what evidence you might use in your reflection sessions to demonstrate your progress and learning.

What is the viva voce ?

The  viva voce  is a short conference between the student and the supervisor.   It is the recommended conclusion to the Extended Essay process, and lasts between 10 and 15 minutes.  

Why have the viva voce ?

The EE supervisor is required to submit a report when your EE is shipped to the IB examiner has been assigned to grade it.  The supervisor can ask questions in the viva voce that will help with writing that report.  This is especially important if the supervisor feels there is a need to check for plagiarism and malpractice in general.  Supervisors are required to confirm the authenticity of the work in any Extended Essay submitted to IB.

The supervisor will use the viva voce to help you:

• Reflect on the successes and difficulties you had when researching and writing your essay
• Reflect on what you have learned

What questions will be asked in  the viva voce ?

Here are some examples of questions you might be asked:

• What have been the high and low points of the research and writing process?
• In hindsight, would you choose the topic again?
• What were the most interesting aspects of the process?  Did you discover anything that surprised you?
• What have you learned through writing this essay?  
• Having finished your essay, what additional questions did you find that could lead to further investigation?
• Is there any advice you could pass on to someone who has just started work on their EE?

Reflections on planning and progress form (RPPF)

The Reflections on planning and progress form (RPPF) enables examiners to gain an insight into students’ thinking processes while researching and writing the EE. The examiners are looking to see how students’ thinking and skills have developed during this time.  

• Reflections on planning and progress form (RPPF) For first use in 2018 assessment

The following are examples of the RPPF.  There is no one "right" way to complete the form and these examples should not be viewed as the "ideal".

• RPPF Example 1 - Studies in Language and Literature
• RPPF Example 2 - Studies in Language and Literature
• RPPF Example 3 - History
• RPPF Example 4 - Visual arts
• RPPF Example 5 - World Studies
• RPPF Example 6 - Biology
• RPPF Example 7 - World Studies
• RPPF Example 8 - Mathematics
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• Last Updated: May 8, 2024 3:48 PM
• URL: https://libguides.westsoundacademy.org/ee

Extended Essay Resources: Supervisor Resources

• Research Video Tutorials
• In-text Citations
• Plagiarism VS. Documentation
• Primary Sources
• Subject Resources
• Cite Your Sources This link opens in a new window
• Evaluate Your Sources This link opens in a new window
• Supervisor Resources
• Note Taking Templates
• Paper Formatting
• October EE orientation presentation
• Extended Essay calendar
• Submit your topic selection

Useful Resources

• Subject-Specific Guidance Covers individual subjects’ requirements for the extended essay (EE) in terms of choice of topic, treatment of topic, and assessment and interpreting the assessment criteria.
• 2023 IB Extended Essay Guide The official guide from the IB. It contains information on overall requirements, subject-specific requirements, tips for conducting research, and assessment information. IMPORTANT!
• IB Extended Essay Homepage Official IB website for Extended Essay resources.
• EE Exemplars Student sample extended essays, corresponding marks and comments from senior examiners.
• Teacher Support Material Advice written by IB teachers experienced in supporting students and fellow teachers through the EE component of the Diploma Programme.
• EE Subject Reports Visit MyIB.com to view EE subject reports which are located within each subject's resources page.

Role of the Supervisor

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DIGITAL SOCIETY

ITGS + Digital Society  IBDP

Digital society blog, ib extended essay: criterion e, reflections, interviews and the viva voce, how to get top marks for criterion e with your ibdp extended essay.

The key theme to be addressed in your reflections is:  Engagement with the process is conceptual and personal, key decision- making during the research process is documented, and personal reflections are evidenced, including those that are forward-thinking.

Formal Reflection Sessions

Your three mandatory 20–30 minutes reflection sessions with your supervisor should be recorded on the Reflections on Planning and Progress Form (RPPF) . The first two sessions should focus on the progress you have made so far and set clear objectives for moving forward in your research process. The third session is the viva voce , the concluding reflection session. Following the completion of all three reflection sessions, your  RPPF will be submitted to the IB along with your completed extended essay (EE). A mark of 0 is awarded for CRITERION E when a RPPF is not submitted.

Topics to Cover In Your Reflections... To Get TOP MARKS for EE Criterion E

Your reflection should include:

a critical evaluation of your decision-making process

the evolution and discovery of conceptual understandings as they relate to your research question and sources

your rationale for decisions made

research and essay writing skills you developed which may include:

critical thinking

decision-making

referencing and citations

specific research methodology

time management

how your research process was authentic

example(s) of you applying intellectual initiative and creativity

highlight your research journey and how you engaged in this intellectual and personal process

how this research process has changed you as a learner

evidence of intellectual growth

an appreciation that learning and research is complex

responses to challenges and actions taken to overcome any challenges you may have experienced during the research process

approaches to learning ATL skills that you developed and bonus points if you can also link to one or more IB Learner Profile attributes you developed through the research process

reflect on successes and difficulties encountered in the research process

key learnings in terms of your research topic

​how you made decisions about how you should best proceed with your learning and how you progressed from the concrete towards the abstract

an emphasis on process  - reflect on conceptual understandings, decision-making, engagement with data, the research process, time management, methodology, successes and challenges, and the appropriateness of sources.

Three EE Reflection Sessions

Initial topic exploration, possible sources and methods, preliminary research questions and their personal reactions to the issues. Students should demonstrate the progress students have made in the research process.

Students can demonstrate the progress of their thinking, the development of their argument and raise any questions they may have with their supervisor. Discuss reactions to readings, progress in the timeline for completion of the extended essay, a possible outline of arguments, challenges encountered and the strategies used to overcome them.

The last session is the viva voce  which takes place at the completion of the extended essay process. Students show what they have learned about the topic, the research process followed, their own learning, as well as outlining new questions they have uncovered. Most importantly, during the viva voce the RRS may help to highlight the personal significance of the work to the student and ultimately contribute to the supervisor's report.

The viva voce is a short interview between the student and the supervisor and is the mandatory conclusion to the Extended Essay process. The viva voce  is a celebration of the completion of the essay and a reflection on what the student has learned from the process. 

Viva Voce Suggested Reflection Questions

To what extent were your initial ideas realized?

Were your original plans/ideas realistic and appropriate?

What do you think were your successes in this process?

What was the most rewarding aspect of the entire process?

How will this experience prepare you for future work of this nature (in college or employment?)

What is the personal significance of the work you have done?

Was there anything in your research that surprised you?

Can you give examples from your reflections to show how you have grown as a learner through the process?

What research skills and conceptual understandings have you acquired through the completion of the EE?

What other skills such as time management, decision-making or thinking skills have you learned?

What have you learned about the topic, the research process, and yourself as a learner? 

What new questions do you have about your topic, or what questions remain unanswered?

If you were to undertake this research again, would you do it differently—if so, why or why not? 

In preparation for the Viva Voce, pick 4-6 questions from the list above and these can be the questions your supervisor asks.

EE Supervisor's Comments

When you conduct the viva voce with your supervisor, be aware that your supervisors will be required to write comments for criterion E and this will impact your grade. For TOP MARKS, your supervisors should discuss and write about:

holistic evidence of the student’s learning experience

confirm the authenticity of the student’s ideas and sources

overall impression of the student’s engagement with the research process

identify unusual intellectual inventiveness and how the student was able to demonstrate what had been learned as a result of this process

declare that the student understands any material that they have included in their essays

verify the authenticity of the work and that the student has demonstrated academic integrity - If there appear to be major shortcomings in citations or referencing, the supervisor will need to investigate, and the student's EE will not be authenticated if the supervisor believes the student may be guilty of plagiarism or some other form of academic misconduct

mention things, largely process-related, that may not be obvious in the essay itself, however, be aware that the supervisor should not attempt to do the examiner’s job

the viva voce should begin and end positively because completing this major piece of work is a great achievement and should be celebrated

Criterion E: Engagement

This criterion assesses the student’s engagement with their research focus and the research process and is based solely on the candidate’s reflections as detailed on the RPPF , with the supervisory comments and extended essay itself as context. The word limit for Criterion E is 500 words.

The work does not reach a standard outlined by the descriptors, an RPPF has not been submitted, or the RPPF has been submitted in a language other than that of the essay.

Engagement is limited.

Reflections on decision-making and planning are mostly descriptive.

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 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 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.

For the complete EE GUIDE: https://www.ibdigitalsociety.com/ee

• Extended Essay

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EE Supervisor Tips – The Viva Voce

Travis Dixon November 26, 2020 Extended Essay

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In this post, I will share my tips on how I do the viva voce – a compulsory final interview with the student after they’ve submitted their EE final draft. 

Download this free eBook that gives you a brief intro to the EE.

The viva voce takes about 20-30 minutes and is conducted after the final draft is submitted. According to the EE Guide, the viva voce is an opportunity …

• “…to ask the student a variety of open-ended questions to elicit holistic evidence of the student’s learning experience.”
• “…for the supervisor to confirm the authenticity of the student’s ideas and sources.”
• “…to reflect on successes and difficulties encountered in the research process.”
• to gather information that will “…aid the supervisor’s comments on the Reflections on planning and progress form.” (EE Guide, pg 65).

With this in mind, I constructed a generic plan that I use every time I conduct the viva voce. I have these questions on a word or google doc with the student’s name. As they answer each question I take notes. This helps takes a lot of stress out of writing the report later on.

All EE Supervisors should have a copy of the EE Guide PDF downloaded. Although at 375 pages long, it can be a bit difficult to manage. I would recommend hyperlinking blog posts like this one somewhere in your EE Supervisor notes to make things easier.

Trav’s Viva Voce Plan

• Congratulate the student on getting to the end of the process (begin with something positive).
• What topics were you thinking of writing about at the beginning? (easy questions to build confidence and ease nerves)
• Why did you choose your specific topic?
• Tell me about how your research question evolved through the course of the research process?
• Can you give me a brief summary of the answer to your research question? (checking authenticity)
• Ask specific questions based on the students work. This is to confirm authenticity of the work. Can also be used to explain the supervisor reflection that the student shows they comprehend the research they have summarized in their essay.
• What were your biggest challenges through the course of the EE? Can you comment on how you overcame these?
• How to find information
• Writing the report
• About psychology 
• Knowledge is power, but only if it can be applied. Can you tell me a bit about the personal significance of what you learned from doing the EE?
• End the interview with another congratulations and some kind words about the student’s EE.

Feel free to copy and paste these questions and/or adapt them for your own viva voce.

The above interview plan was created based on instructions included in the EE Guide (available to download through MyIB). The EE Guide recommends that in the viva voce, students “…can show what they have learned about the topic, the research process followed, their own learning, as well as outlining new questions they have uncovered. Most importantly…during the viva voce the RRS (researcher’s reflection space) may help to highlight the personal significance of the work to the student and ultimate contribute to the supervisor’s report.” (pg. 55). While the RRS is “strongly recommended,” it’s not mandatory. Students can discuss the personal significance of their work in the viva voce without referring to the RRS.

Remember that s tudents are not to change their EE after the viva voce. 

Personally, I really enjoy the viva voce process as I like hearing the students talk about these topics they’ve become experts in. I hope the above plan is helpful for supervisors.

Travis Dixon is an IB Psychology teacher, author, workshop leader, examiner and IA moderator.

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The IB on the viva voce of extended essay

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Extended Essay Support Site

All Extended Essays are submitted with a Reflections on Planning and Progress Form (RPPF), which consists of three boxes: the first reflection, the interim reflection and the viva voce or final reflection. The reflections are assessed on Criterion E: Engagement for 6 out of the 34 marks that are available for the EE. The cumulative word limit for these three boxes is 500 words. Supervisor comments must also be supplied on this form. You can download the English version of the form here:

Frequently asked questions

1. can candidates edit previous entries before submitting the rppf, 2. can a supervisor ’s comments hurt the candidate’s marks for criterion e, 3. should a new rppf be started, if a candidate changes the research question , 4. which one is read by examiners first: the essay or the rppf, 5. does the quality of the essay influence the marks for the rppf and criterion e, 6. should the rppf be written in the same language as the essay, 7. how should the 500 words be distributed across the 3 boxes, 8. when should students complete the form, 9. where do candidates sign the form.

Is it even possible to assess someone on their ability to reflect? Yes and no. Criterion E measures student's ability to articulate their decision making process and their ability to convince the examiner that they are engaged with the topic and research. Notice the phrases 'ability to articulate' and 'ability to convince.' Mastering useful RPPF phrases may help you score well on Criterion E. Reflective thinking is a self-management skill, one of the IB's Approaches to Learning , which will help you in life in general.

Extended Essay: Viva Voce and final reflection

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Supervisors must have already read the final version of the essay, sent to them by the candidate, before this session takes place.

Final reflection session (viva voce)

The viva voce is a short interview between the student and the supervisor, and is the mandatory conclusion to the extended essay process. Students who do not attend the viva voce will be disadvantaged under criterion E (engagement) as the Reflections on planning and progress form will be incomplete.

The viva voce is conducted once the student has submitted the final version of their extended essay. At this point in the process no further changes can be made to the essay. The viva voce is a celebration of the completion of the essay and a reflection on what the student has learned from the process.

The viva voce is:

• an opportunity to ask the student a variety of open-ended questions to elicit holistic evidence of the student’s learning experience.
• an opportunity for the supervisor to confirm the authenticity of the student’s ideas and sources
• an opportunity to reflect on successes and difficulties encountered in the research process
• an aid to the supervisor’s comments on the Reflections on planning and progress form .

The viva voce should last 20–30 minutes. This is included in the recommended amount of time a supervisor should spend with the student.

In conducting the viva voce and writing their comments on the Reflections on planning and progress form , supervisors should bear in mind the following.

• The form is an assessed part of the extended essay. The form must include: comments made by the supervisor that are reflective of the discussions undertaken with the student during their supervision/reflection sessions; the student’s comments; and the supervisor’s overall impression of the student’s engagement with the research process.
• An incomplete form resulting from supervisors not holding reflection sessions, or students not attending them, could lead to criterion E (engagement) being compromised.
• In assessing criterion E (engagement), examiners will take into account any information given on the form by the student about unusual intellectual inventiveness. This is especially the case if the student is able to demonstrate what has been learned as a result of this process or the skills developed.
• Examiners want to know that students understand any material (which must be properly referenced) that they have included in their essays. If the way the material is used in context in the essay does not clearly establish this, the supervisor can check the student’s understanding in the viva voce and comment on this on the Reflections on planning and progress form .
• If there appear to be major shortcomings in citations or referencing, the supervisor should investigate thoroughly. No essay should be authenticated if the supervisor believes the student may be guilty of plagiarism or some other form of academic misconduct.
• The comment made by the supervisor should not attempt to do the examiner’s job. It should refer to things, largely process-related, that may not be obvious in the essay itself.
• Unless there are particular problems, the viva voce should begin and end positively. Completion of a major piece of work such as the extended essay is a great achievement for students.