Group Three EE Rubric ITGS

FINAL SUBJECT
Grade

From

To

29

36

23

28

16

22

15

Frequent reference to the assessment criteria by both the supervisor and the student will help keep a
sharper focus on the essay.
Interpreting the assessment criteria
Criterion A: research question
The research question must be clearly and concisely stated in the introduction and the abstract. It can be defined
in
the form of a question or as a statement or a proposition for discussion. The IT system chosen as the focus of the
essay should be sufficiently limited so that specific results of research can be demonstrated and linked to the
social consequences. It is important to avoid vague generalizations and sweeping statements..
A: research question
This criterion assesses the extent to which the purpose of the essay is specified. In many subjects, the aim of the
essay will normally be expressed as a question and, therefore, this criterion is called the research question.
However, certain disciplines may permit or encourage different ways of formulating the research task.
Achievement level Descriptor
0

The research question is not stated in the introduction or does not lend itself to a systematic
investigation in an extended essay in the subject in which it is registered.

The research question is stated in the introduction but is not clearly expressed or is too broad
in scope to be treated effectively within the word limit.

The research question is clearly stated in the introduction and sharply focused, making
effective treatment possible within the word limit.

Criterion B: introduction
This should explain, succinctly, the context of the research question, the significance of the topic and why it is
worthy of investigation, and provide an overview of the impact of the issue. While it is important in the introduction to
consider the theoretical context for the essay, it is not the place for a full review or explanation of that theory.
B: introduction
This criterion assesses the extent to which the introduction makes clear how the research question relates to existing
knowledge on the topic and explains how the topic chosen is significant and worthy of investigation.
Achievement level Descriptor
0

Little or no attempt is made to set the research question into context. There is little or no attempt to
explain the significance of the topic.

Some attempt is made to set the research question into context. There is some attempt to explain the
significance of the topic and why it is worthy of investigation.

The context of the research question is clearly demonstrated. The introduction clearly explains the
significance of the topic and why it is worthy of investigation.

Criterion C: investigation
There must be clear evidence of a well-planned investigation. Students are expected to use a wide range of both
primary and secondary sources. Wherever possible, the secondary research can be followed by and further
supported by primary research. Primary research can include carefully considered interviews, surveys and
investigations. All of these techniques must be concisely explained and critically assessed in the essay, along with
the analysis of the results.
The precise details from the data collection must be included in the appendices according to accepted standards
for recording data using these techniques.
C: investigation
This criterion assesses the extent to which the investigation is planned and an appropriate range of sources has been
consulted, or data has been gathered, that is relevant to the research question. Where the research question does not lend itself
to a systematic investigation in the subject in which the essay is registered, the maximum level that can be awarded for this
criterion is 2.
Achievement level Descriptor
0

There is little or no evidence that sources have been consulted or data gathered, and little or no evidence
of planning in the investigation.

A range of inappropriate sources has been consulted, or inappropriate data has been gathered, and there is
little evidence that the investigation has been planned.

A limited range of appropriate sources has been consulted, or data has been gathered, and some relevant
material has been selected. There is evidence of some planning in the investigation.

A sufficient range of appropriate sources has been consulted, or data has been gathered, and relevant
material has been selected. The investigation has been satisfactorily planned.

An imaginative range of appropriate sources has been consulted, or data has been gathered, and relevant
material has been carefully selected. The investigation has been well planned.

Criterion D: knowledge and understanding of the topic studied

The essay must demonstrate a substantial and secure understanding of the IT issues being investigated. To this end,
the level of IT knowledge must be clearly greater than general knowledge and show some professional insight and
specialized study. The essay must not be a sociological study with some simple IT referencesit should ideally
address an IT-aware audience, not the general public.
D: knowledge and understanding of the topic studied
Where the research question does not lend itself to a systematic investigation in the subject in which the essay is registered,
the maximum level that can be awarded for this criterion is 2. Academic context, as used in this guide, can be defined as
the current state of the field of study under investigation. However, this is to be understood in relation to what can reasonably
be expected of a pre-university student. For example, to obtain a level 4, it would be sufficient to relate the investigation to
the principal lines of inquiry in the relevant field; detailed, comprehensive knowledge is not required.
Achievement level Descriptor
0

The essay demonstrates no real knowledge or understanding of the topic studied.

The essay demonstrates some knowledge but little understanding of the topic studied. The essay shows
little awareness of an academic context for the investigation.

The essay demonstrates an adequate knowledge and some understanding of the topic studied. The essay
shows some awareness of an academic context for the investigation.

The essay demonstrates a good knowledge and understanding of the topic studied. Where appropriate, the
essay successfully outlines an academic context for the investigation.

The essay demonstrates a very good knowledge and understanding of the topic studied. Where
appropriate, the essay clearly and precisely locates the investigation in an academic context.

Criterion E: reasoned argument

The argument should always relate to the research question and the evidence provided. The essay should show a
logical development of the argument throughout, providing a clear sense of direction.
E: reasoned argument
This criterion assesses the extent to which the essay uses the material collected to present ideas in a logical and
coherent manner, and develops a reasoned argument in relation to the research question. Where the research
question does not lend itself to a systematic investigation in the subject in which the essay is registered, the
maximum level that can be awarded for this criterion is 2.
Achievement level Descriptor
0

There is no attempt to develop a reasoned argument in relation to the research question.

There is a limited or superficial attempt to present ideas in a logical and coherent manner, and
to develop a reasoned argument in relation to the research question.

There is some attempt to present ideas in a logical and coherent manner, and to develop a
reasoned argument in relation to the research question, but this is only partially successful.

Ideas are presented in a logical and coherent manner, and a reasoned argument is developed in
relation to the research question, but with some weaknesses.

Ideas are presented clearly and in a logical and coherent manner. The essay succeeds in
developing a reasoned and convincing argument in relation to the research question.

Criterion F: application of analytical and evaluative skills appropriate to the subject

Sufficient data should be collected so that there is scope for it to be summarized and presented in new ways to
support the arguments being developed in the essay. Graphs and tables may be considered as methods for
presenting some of the analysis. Materials collected in the research for the essay should be used selectively to
make
the desired points. Effective analysis occurs if the information provided is used to create a sound, reasoned and
logical argument.
Effective evaluation occurs if the possible social and ethical impacts of the IT developments are considered,
where
possible, from both local and global perspectives. Students should also show critical awareness of the validity of
their information and the possible limitations of their argument. Very importantly, the essay should clearly note
any
assumptions that the student has made in setting out the argument and reaching the conclusions.
Achievement level Descriptor
0

The essay shows no application of appropriate analytical and evaluative skills.

The essay shows little application of appropriate analytical and evaluative skills.

The essay shows some application of appropriate analytical and evaluative skills, which may
be only partially effective.

The essay shows sound application of appropriate analytical and evaluative skills.

The essay shows effective and sophisticated application of appropriate analytical and
evaluative skills.

Criterion G: use of language appropriate to the subject

Extensive and accurate usage of IT terminology should feature throughout the essay. It may be appropriate for
students to include limited amounts of program, HTML or other code to illustrate an argument, or it may be
helpful
for them to quote various system specifications or configurations.
A lack of IT terminology would suggest that the original topic is not suitable for an extended essay in ITGS.
Definitions should be clear and precise.
Achievement level Descriptor
0

The language used is inaccurate and unclear. There is no effective use of terminology
appropriate to the subject.

The language used sometimes communicates clearly but does not do so consistently. The use
of terminology appropriate to the subject is only partly accurate.

The language used for the most part communicates clearly. The use of terminology
appropriate to the subject is usually accurate.

The language used communicates clearly. The use of terminology appropriate to the subject is
accurate, although there may be occasional lapses.

The language used communicates clearly and precisely. Terminology appropriate to the
subject is used accurately, with skill and understanding.

Criterion H: conclusion
The conclusion must develop from the argument and be consistent with it. New or extraneous content must not be
introduced at this point. Material from the introduction should not be reintroduced or repeated here, but there
should be a new synthesis in light of the discussion. Any unresolved questions/issues should be included in the
conclusion.
H: conclusion
This criterion assesses the extent to which the essay incorporates a conclusion that is relevant to the research
question and is consistent with the evidence presented in the essay.
Achievement level Descriptor
0

Little or no attempt is made to provide a conclusion that is relevant to the research question.

A conclusion is attempted that is relevant to the research question but may not be entirely
consistent with the evidence presented in the essay.

An effective conclusion is clearly stated; it is relevant to the research question and consistent
with the evidence presented in the essay. It should include unresolved questions where
appropriate to the subject concerned.

Criterion I: formal presentation

This criterion refers to the extent to which the essay conforms to academic standards about the way in which
research papers should be presented. The presentation of essays that omit a bibliography or that do not give
references for quotations is deemed unacceptable (level 0). Essays that omit one of the required elementstitle
page, table of contents, page numbersare deemed no better than satisfactory (maximum level 2), while essays
that omit two of them are deemed poor at best (maximum level 1).
Any material included in the essay that is based on secondary sources should be referenced in the body of the
essay. A full bibliography must also be provided. Extracts of interviews, correspondence and copies of relevant
emails should be provided in an appendix.
I: formal presentation
This criterion assesses the extent to which the layout, organization, appearance and formal elements of the essay
consistently follow a standard format. The formal elements are: title page, table of contents, page numbers,
illustrative material, quotations, documentation (including references, citations and bibliography) and appendices
(if used).
Achievement level Descriptor
0

The formal presentation is unacceptable, or the essay exceeds 4,000 words.

The formal presentation is poor.

The formal presentation is satisfactory.

The formal presentation is good.

The formal presentation is excellent.

Criterion J: abstract
The abstract is judged on the clarity with which it states the research question, explains how the investigation was
carried out and summarizes the conclusion. However, the quality of the research question or the conclusion is not
judged in this criterion.
J: abstract
The requirements for the abstract are for it to state clearly the research question that was investigated, how the
investigation was undertaken and the conclusion(s) of the essay.
Achievement level Descriptor
0

The abstract exceeds 300 words or one or more of the required elements of an abstract (listed
above) is missing.

The abstract contains the elements listed above but they are not all clearly stated.

The abstract clearly states all the elements listed above.

Criterion K: holistic judgment

Qualities that are rewarded under this criterion include the following.
Intellectual initiative: Ways of demonstrating this in ITGS essays include a choice of topic that shows
originality or a new viewpoint on a well-known issue. Some IT issues are well known and regularly
debated. Better essays may identify an issue that has not previously been extensively debated in the
public domain.
Insight and depth of understanding: An ITGS essay should show signs of in-depth IT knowledge.
Linkage of the technology to the effects on people should be clear and convincing rather than
speculative.
Creativity: A good ITGS essay should deal with an issue of some contention. The suggestion of creative
and technically feasible solutions to problems can demonstrate a higher level of achievement in this
criterion.
K: holistic judgment
The purpose of this criterion is to assess the qualities that distinguish an essay from the average, such as
intellectual initiative, depth of understanding and insight. While these qualities will be clearly present in the best
work, less successful essays may also show some evidence of them and should be rewarded under this criterion.
Achievement level Descriptor
0

The essay shows no evidence of such qualities.

The essay shows little evidence of such qualities.

The essay shows some evidence of such qualities.

The essay shows clear evidence of such qualities.

The essay shows considerable evidence of such qualities.