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CAJCS Extended Essay Guide: ROLE OF THE SUPERVISOR

Important and relevant information to assist you in writing your Extended Essay.

QUICK GLANCE: ROLE OF THE SUPERVISOR

   Do:

      Do not:

ensure you feel prepared to undertake the role of the supervisor

overlook the role or give it insufficient time

Help students to arrive at a focused research question which is feasible within the scope of the task, time available, and the student’s ability

use the reflections or check-in sessions to address key skills such as research methodology and referencing; instead, speak to your Diploma Programme/extended essay coordinator about more effective cohort-wide provision.

Emphasize the importance of the reflection sessions as supported by a detailed Researcher’s reflection space.

Ensure that students are given copies of relevant publications available on the programme resource centre, such as policies, exemplars and subject reports.

Ensure you are fully familiar with both the assessment requirements of the subject you are supervising, as detailed in the relevant chapter of the Extended essay guide, as well as the generic requirements.

Monitor the progress of the students and encourage them to develop skills relevant to their research and writing.

Comment fully on one draft of the extended essay within the parameters permitted.

Ensure adequate availability to students for check-in and reflection sessions.

  

THE ROLE OF THE SUPERVISOR

A good student–topic–supervisor fit is likely when the supervisor:

  • knows the student well
  • shares the student's excitement and curiosity about the topic
  • is comfortable establishing a clear work plan with the student
  • follows up with timely feedback.

The supervisor should:

  • mentor the student with advice on the skills of undertaking the research process
  • encourage and support the student throughout the research and writing of the EE
  • guide the student in formulating a well-focused research question that satisfies appropriate legal and ethical standards
  • ensure that the student understands the importance of using credible/accurate sources
  • Check that the student is conforming to any rules stated in the relevant subject guide—for example, they are not "double dipping" or using texts that are not permitted.

The supervisor is not responsible for verifying specific content within the student's EE. The supervisor is responsible for verifying that the essay is the student's work and that the student has appropriately acknowledged all their sources.

TIME FRAME

The EE process—from selecting a topic through to submitting the completed essay—should take four to eight months. Within that period, the student should spend approximately 40 hours on the task. If the time frame is too long, students risk losing their momentum and direction, and if it is too short, they may not have sufficient time to fully explore their topic and develop the requisite skills. The model adopted will vary according to school context.

SUPERVISORY MEETINGS

The total time permitted is between three and five hours.

Meetings

The following supervision model has three stages and includes six targeted meetings:

  • three mandatory reflection sessions recorded on the RPPF
  • three check-in sessions that involve both student and supervisor input.

However, some students may require more check-in sessions.

The supervisor uses each session to guide the student at key moments in the EE process.

Preparation

The student and supervisor must be well prepared for each session. For example, the student may need to send some materials to the supervisor in advance (such as parts of the essay or excerpts from the RRS). At stage three, students must submit their entire draft to the supervisor in good time for them to read and provide feedback to the student.

 

SUPERVISORS ARE STRONGLY RECOMMENDED TO

  • read recent extended essay reports for the subject
  • spend between three and five hours with each student, including the time spent on the three mandatory reflection sessions
  • encourage the development of a Researcher’s reflection space for students
  • set a clear schedule for the reflection sessions
  • ensure that the chosen research question is appropriate for the subject
  • advise students on:

SUPERVISION MODEL—AN EXAMPLE

In the model below, the first three sessions take place quite close together (possibly within one month) as they are important in establishing the preliminaries for the essay. This work provides the essential preparation for the first reflection session.

After this session, the student should clarify the research question to guide their inquiry in preparation for the interim reflection session.

At this point, there will likely be a period from one to three months (for example, a long vacation) while the student is building the body of the essay, culminating in a completed draft to be ready for the third check-in session.

There is likely to be over a month between the third check-in session and the final reflection, the viva voce.

Stage one: Subject and topic selection
Timeline: Suggested time 1–2 months
Focus: Preliminary research/narrowing the focus/framing a research question
  1. The coordinators or experienced EE supervisors introduce students to the EE process.
  2. Students consult the appropriate subject guides to check their area of research complies with the general requirements of the subject.
  3. Students must be aware of and understand the concept of academic integrity in the context of the EE process.
  • Does the student understand the nature of the EE?
  • Has the student chosen a viable area of research?
  • Does it fit in with the chosen subject area specifications?
  • What sections of the guide might be helpful to my student at this time?
  • Has the student been trained in study and referencing skills—may we need to run sessions in researching and study skills with the library?
Session Questions to consider
Check-in session 1: Initial ideas
  • What sparked the student’s interest in this chosen subject area?
  • What background reading has the student done?
  • How is the student planning on organizing himself or herself and managing the RRS?
  • Has the student chosen a provisional research question that is viable with the subject criteria?
  • What are the next steps in conducting his or her research?
Check-in session 2: Resource-gathering and research question
  • Will the student be able to collect sufficient resources to effectively answer the research question?
  • Will the student need to revise the research question to ensure it promotes an analytical approach?
  • Might the student need a different approach and a new focus for the question?

First formal reflection session: To enter on the RPPF

Student development of refined research proposal
  • Has the student developed a working research question?
  • Has the student been made aware of any ethical issues in relation to the intended topic and proposed research methods?
  • Does the student have a good grounding in the relevant theories, methodologies or findings of the subject?
Stage two: Development and discussion of parts of the essay
Timeline: Suggested time 2–3 months
Focus: Interim reflection session: to enter on the RPPF
  • Has the student encountered any obstacles/problems in the research process and how have you overcome them?
  • Is the research question clear and refined?
  • How has the student's understanding of the question/topic changed?
  • Are there any inconsistencies in the argument and analysis?
  • Is the argument well structured and coherent?
  • Has the student provided enough evidence to support a reasoned argument?
  • Has the student critically evaluated her or his research?
  • Can the student share his or her reflective space?
Session Questions to consider
Check-in 3: Complete draft for supervisor comment*

The student goes away and reflects on the supervisor’s comments on the full draft of the essay.

  • Does the essay have a clear introduction that addresses the research question?
  • Does the essay comply with the requirements, including formatting?
  • Has the student referenced his or her work correctly?
  • Are there any issues concerning academic integrity?

*Further guidance for the supervisor:

While you cannot make detailed annotations on the text of the essay, it is quite legitimate to ask a number of pointed questions that will lead the student to go away and reflect on their work, for example:

  • I’m not sure I follow your argument here.
  • What did you mean—perhaps you can express this section more clearly?
  • Are you sure all your findings/data are accurate?
  • Are there some adjustments/changes that you might make to improve this essay?
Stage three: Completed extended essay
Timeline: Suggested time 1–2 months
Focus: Final reflection, viva voce: Completion of the RPPF
  • The final essay is submitted and can be followed up with the viva voce. The supervisor should have read the final essay in preparation.
  • Can the student give examples from the Researcher's reflection space to show how they have grown as a learner through the process?
  • What research skills and/or conceptual understanding has the student acquired through the completion of the EE?
  • What other skills such as time management, decision-making or thinking skills has the student learned?
  • What has the student learned about the topic, the research process and their own learning and any new questions they have uncovered?
  • What does the student think were successes in this process?
  • What was the most rewarding aspect of the entire process?
  • How will this experience prepare the student for future work of this nature (in college or employment)?
  • What is the personal significance of the work they have done?
Guidance on final submission

Following the final reflection session, the following steps should be followed:

  • The student must complete the last candidate comment section of the RPPF.
  • The student then signs and dates the form and submits it to the supervisor.
  • The supervisor adds the final comment to authenticate the process by signing and dating the form.

The extended essay and RPPF are now ready for submission to the IB.