extended essay digital society

Extended Essay

Extended essay .

The EE title needs to be accompanied by an Extended Essay Research Question (RQ). You might thinkg that 4000 words is a lot (it isn't!) and subsequently write a very broad research question that addresses a wide range of technologies, people, or areas. Instead, you should narrow down your question and use your 4000 words to reach the appropriate level of depth and detail.

Writing 400 words will be easy if it is a topic that you enjoy, that you are knowledgeable about, you want to study further in university, or are interested in for a potential career

Digital Society Extended Essay Checklist

The following is an initial checklist to see if a topic qualifies for an extended essay:

Are you able to reference social impacts and ethical issue(s)?

Are these issues and impacts caused by information technology?

Do you have sufficient, reliable sources to support these issues and impacts?

Are you able to find expert stakeholders to perform quality primary research?

If the answer to any of these questions is no, you may need to think of a different topic

Assessment Criteria:

A: Focus and Method (6 marks)

B: Knowledge and Understanding (6 marks)

C: Critical Thinking (12 marks)

D: Presentation (4 marks)

E: Engagement (6 marks)

Total marks possible: 34

Extended Essay Advice

#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. 

Think about which classes you enjoy the most and why . 

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 university applications

#2: Select a Topic That Isn’t Too Broad or Too Narrow

There's a fine line between broad and narrow. 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 related, it may be too narrow.

Try to brainstorm a topic that uses a comparison, many Extended Essays use comparisons in their main arguments.

When choosing a comparative topic, the key is that the comparison should be significant and helps build an argument

#3: 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 organisation will be graded poorly.

The body of your EE should make up the bulk of the essay. It should be about 8- 18 pages long (again, depending on your topic). Your body can be split into multiple parts. 

#4: start writing it now.

Take the Extended Essay seriously!

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.

Further ideas for finding the right topic here

Topics which are too broad

The effects of e-waste

Social media 

Cyber security / fraud / hacking

Better examples

An evaluation of the e-waste policies of small businesses in Cartagena

The effectiveness of social media for customer relations in the hotel industry in Peru

Notice how the better examples all refer to a specific stakeholder or small group of stakeholders rather than "people", "businesses", or other broad group. Equally the technology which is the focus of the EE is clearly stated, and the aspect which will be investigated ("evaluation of policies", "effectiveness of social media for customer relations").

Other Topics to Avoid

"Laptops in schools", "TikTok in schools", "Social media and mental health" or similar. Often these topics are chosen by students looking for an "easy" option. You will struggle to find reliable research relating to these topics - a lot of information out there is vague and anecdotal and it can be difficult to get a meaningful conclusion. In these cases students also frequently try to interview their friends as primary sources - a sure path to disaster.

Any topic where primary research cannot be performed.  While "Robotics in medicine" might interest a student, finding a doctor who uses robots and is willing to be interviewed is difficult. The same applies to "Computers in space", "Smart homes", and many more. If you cannot find primary research sources, you can't do the topic - it's that simple .

Topics about IT products (e.g. "New iPad released", "Faster graphics card released"). The social impact of these is minimal.

Topics about things which haven't happened yet or have only just happened. How can you find examples if something hasn't happened yet? (E.g: new nano-computers to be released, Saudi Arabia will monitor Blackberry use, Google will release new Google Glasses)

Recommended EE timeline  

Aug : Come up with your final research topic (or at least your top three options)

Sept : 11th Sept Dragons Den to choose a supervisor . Supervisor chosen by Thu 21 Sept

Oct 13: Initial Research Question Deadline

Oct 27: Literature Review Deadline

Nov 16 : Data / Material Deadline

Dec 7: Essay Plan Deadline

Tues 12 Dec: IB Core Day

Summer: Complete your first full draft over the summe r . T his will save you so much stress

March 2nd 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

April 2nd Year: Submit second draft of EE to your advisor (if necessary) and look at their feedback. Work on creating the best possible final draft

May 2nd 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

 What is Primary Research?

You must include some primary research in your Extended Essay such as interviews with experts in the field, observation of a process or collecting data, or inventigating appropriate methods based on original sources such as legislation, policies, photographs

Questionnaires or surveys for Digital Society are often poor quality because students think it is OK to send these out to friends, teachers or school. This is not good enough

If you do decide to use surveys, they must be targeted at a specific group e.g. users of a [...] app aged between 60 and 75 who are Peruvian, female, disabled and live in Cusco. How would you send your survey to this type of user?

Consider targetting in terms of age, gender, first language, location, finance, married, single, parents, ability, ethnicity

Further ideas and help on Primary Research at Purdue

Extended Essay Examples

Digital Societies is a new course for this year, so many of the examples written below are for the older version of this course, ITGS (Information Technology in a Global Society)

Extended Essay Example: Impacts of Blockchain

Graded 28/34

Extended Essay Example: Object Recognition Processes

Graded 23/34

Extended Essay Example: I mplementation of New-School Cyber Espionage Techniques

Extended Essay Example: Cookies

Graded 32 /3 6

Extended Essay Example: The Effects of Adblockers

Graded 19 /36

Extended Essay Example: Autonomous Vehicles

Graded 25 /36

EE Research Plan Template

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Extended Essay Support Site

This page presents 'the basics' of the Extended Essay. It is a good starting point for candidates and first-time supervisors. For an in-depth understanding see the official IB guide or explore this Support Site further. 

In a nutshell

The Extended Essay is a 4,000-word research paper that must be written to earn the full Diploma from the International Baccalaureate (IB). It is based on a topic of the candidate's choice and, in most cases, one of the candidate's six subjects. The EE provides students with an opportunity to develop their skills in academic research and writing. Candidates work under the guidance of a supervisor , who is usually one of the student's subject teachers. Besides informal meetings and 'check-ins', candidates meet with their supervisor for three sessions to complete their Reflections on Planning and Progress Form ( RPPF ). The essay and RPPF are externally assessed by an IB examiner for 34 marks. The five assessment criteria are common for all subjects and applied to all essays, though examiners, candidates and supervisors are encouraged to read the subject-specific interpretations of the criteria. Grade boundaries are applied to convert marks into letter grades. The letter grade from the EE is combined with the letter grade from Theory of Knowledge (TOK) to award up to 3 bonus points toward the Diploma. Candidates should spend at least 40 hours working on their essay. Supervisors should spend between 3-5 hours supervising each candidate.

Short introduction to the EE

https://philpot.education/pluginfile.php/1644/mod_page/content/5/IntrotoEE.mp4  

Learner profile

An IB learner is an inquirer. The Extended Essay is your opportunity to engage in inquiry. What does this mean? Think of yourself as a detective, solving a mystery. Think of yourself as a journalist, asking difficult question. The best way to do inquiry is to be curious, inquisitive and critical.

IB Extended Essay: Past Essays

• Research Questions
• Past Essays
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How to get top marks in the IB Extended Essay

By Olivia Coghlan

Students can find the thought of the IB Extended Essay or EE as it is known, intimidating. However, attacking it early can be a wonderful way to take the pressure off in the IB2 year. At the same time, you will hopefully get some strong marks in the bag before the exams roll around.

In this article, we have got our TutorsPlus IB teachers and examiners to reveal the secrets to pulling off a great EE. Also, they give you their recommendations for getting it out of the way before your second IB year.

Wouldn’t that feel good?

Well, the IB Extended Essay is not as tough as you think if you follow these tips.

The IB Extended Essay Explained

Essentially, The IB Extended Essay is an independent piece of research leading to a 4,000-word essay.  Fundamentally, it takes different forms depending on the subject area the student has chosen, but it is mandatory for all IB Diploma students.

Along with the ToK and the CAS project, the Extended Essay forms what is known in the IB as the “core.”

Generally speaking, the topic a student chooses comes from one of the 6 IB subjects they are studying, but it can also be in world studies.  Each student is allocated a supervisor, usually an IB teacher, to support them and meet regularly for feedback as the essay progresses. However, it is important to note that the IB allows for just one round of written feedback on your Extended Essay.

The process involves three reflection sessions with the IB Extended Essay supervisor.

Finally, the last session is a viva voce where the student is questioned on their research.

Your Extended Essay is externally marked by IB examiners and is marked out of 34 points. An A is a top mark with an E being the bottom. Later, all that work will be worth it, as Admissions Officers at universities agree that it is great preparation for university undergraduate work. Above all for undergraduate theses and essays.

Get your IB Extended Essay timing right

It is generally started in the second term of IB1, however many schools ask IB Students to work on their extended essay and get their first draft done over the summer. Above all, the key is not to put it off!

We have had students call us without even a draft just days before the final deadline. Don’t be this student! This will lead to a poor Extended Essay mark and is a fast route to failure.

In fact, the best approach to your Extended Essay is to complete as much as possible during the summer between your IB years.  This reduces the stress in the second year and gives you better odds of a higher Extended Essay mark, as you are not doing it in a rush.

Most critically, it also avoids the car crash of IB deadlines in IB2.

Funnily enough, your teachers have given you deadlines for a reason.  Even if it is not the final deadline provided by the IB Organisation, it has been done to avoid you having to work on 10 things at once.

Yes, your IB Coordinator wants you to pass with the best possible mark too!

Here are the rough timings you can expect – although it is important to know that each school will have its own approach.

January – February of  IB1 Year:  Decide on your research topic.

Spring of ib1 year: submit your ee research plan and discuss it with your supervisor, ideally try to settle on a title with input from your supervisor., summer between ib1 and ib2 year : we can’t say enough how important it is to come back to school in the ib2 year with a strong draft (not just 4,000 words hastily written in the last week of the holiday)..

The more you can do to get a well-thought-through Extended Essay draft, the less pressure you will have in your final IB year.

September of IB2 year: Get feedback on your first draft. This may mean a big re-engineering of your essay or it could be about optimising it and improving specific areas and aspects of it.  Either way, you will need to devote significant time to improving it at this point.

October of IB2 year: Hand in the second draft with improvements to your supervisor. Start polishing your final draft and get the final presentation laid out including bibliographies, appendices etc.

November-February of IB2 year: You will have your  viva voce , and submit the final essay. Unfortunately, it is unlikely you will get your grade until after you graduate.

How to choose your IB Extended Essay topic & question

This is often a dangerous time for procrastination.  Choose a topic first and make sure it is one you love.  This will help keep your motivation levels high for the long haul.

Next, decide on a research question but keep an open mind.  As you will see, it is important that you are prepared to change it as your research progresses.

It is very important to get your Extended Essay supervisor’s input at this point.  The reason is that they will be aware of potential pitfalls within your topic area or due to the way you have phrased your question. Then, you can also use your supervisor to advise on potential paths for your topic research.

Your IB Extended Essay supervisor can also help refine your question ensuring it is neither too narrow nor too broad. In fact, the most common pitfall is that the EE research question is too broad.  You can avoid this by making sure it is specific, but still has enough room for a detailed investigation.

Remember, it is also important that you keep notes from all your supervisor meetings. Without them, you will find it difficult to write your final reflection.

Furthermore, when you need to explain your responses to setbacks, in your reflection, it is much easier to do when you have these notes at hand.

A top tip from our IB teachers is to choose an EE topic that you are passionate about. In this way, your enthusiasm will show through to the final EE draft. It will also mean that you will enjoy (or dislike less!) the research phase so much more. Above all, avoid overly simple or “trendy” research questions. This means Examiners will be sick of seeing them by the time they mark your EE.

How to research your IB Extended Essay

Before diving into research ensure your EE supervisor has given you the go-ahead on your question, or you risk wasting time. For example, we’ve seen students doing weeks of research on their EE, only to find that their supervisor rejected their question.

Teach yourself how to properly research before starting and you will save time. Regularly, we see students who speed read sources on the internet and bookmark them before moving on to the next one. What the IB is looking for is that you have “read around” the topic area that you have chosen for your EE.

However, make sure your research stays focused on your topic and question.  As it is all too easy to veer off course and waste time.

This means you need to be familiar with the most important sources primary and secondary sources. This also means print sources as well as online. For example newspapers, trade publications, journals, academic papers, books, diaries, etc. In fact, Google Scholar is a great starting point.

Later, these will be in your appendix. More on that further down.

If all your sources have been “googled”, this is a clear sign your research is not as thorough as it should be. Instead, you should be consulting libraries, databases, etc. Also, don’t forget to ask your librarian for help as their assistance is invaluable in creating a top grade EE.

Students often use search engines that can throw up reliable and not-so-reliable sources. With that in mind, we strongly recommend using the CRAP test (currency, reliability, authority, and purpose) that determines whether a website is a credible source or not.

How to draft and edit your IB Extended Essay

It may sound obvious, but it is not about simply churning out 4,000 words. In fact, 4,000 words is the absolute maximum word limit. While the word count is something to have in mind and even aim for. It is likely you will write more and edit it down, talking out entire sections of your Extended Essay and making it more succinct.

Whether you take notes by hand or on the computer, do whatever you need to avoid writer’s block.

Remember, getting something written is better than nothing at all.  Later, you can always come back and edit and refine your work.

In fact, as you work on your first draft you may find that there are entire parts you want to cut or rewrite completely and this is fine too.

Be open to your Extended Essay supervisor’s input.

In essence, they also want you to succeed and any changes they recommend will be to improve your final grade.

You will want to make sure that you are answering your question at all points in the Extended Essay.  In fact, we recommend reviewing each paragraph and asking yourself if it addresses your Extended Essay question. Then, if you find it doesn’t cut or change it.

Remember the register of language you need to use. The Extended Essay demands the use of academic language and your style, vocabulary, and tone should reflect this. We work with IB Extended Essay Examiners who are dismayed each year by essays that use slang, repeat themselves, and have spelling and grammar mistakes. Don’t let your essay be like that!

Ask yourself the question; does my essay flow and make sense to a reader who hasn’t done the research? Is it structured, logical, and clear? Are my arguments and counter-arguments backed up by evidence?

However, this doesn’t mean that it becomes complicated to read.  You will find that simple and precise phrasing is best.

The IB Extended Essay Introduction

This will explore the main themes of your essay. Moreover, it will set out the start of your argument.

Many IB EE supervisors say the introduction should explain to the reader what to expect from the EE. Also, it should cover the scope of your research and question as well as your line of argument.  Some IB teachers recommend coming back to write this section at the end.

Remember to keep all your notes and all drafts of your EE until the end, as you never know when you will need them. Save them on the cloud in case anything ever happens to your computer! You could need them for something as simple as tracking down a source or going back to an earlier draft after EE supervisor feedback.

The body of the IB Extended Essay

This is where your argument is developed and your research is used as evidence. It is important that no element of your argument is left for the appendices as it will not be marked.

In some subjects sub-headings will help the essay make sense and for the student to organise their work.

The Extended Essay Conclusion

It is important that there is a final conclusion summing up your arguments.  This is the case, even if you make conclusions within the body of the essay too.

It is also important to draw out any issues that have yet to be resolved or limitations that have been found in answering the question. Of course, it also needs to address the question in all aspects.

Get the IB Extended Essay presentation right

This is one of the simplest areas to pick up marks. However, it does require attention to detail. Be careful to use the IB guide for citing and referencing here. 

It is also important to check (or ask someone else to check) that you have done this correctly.

How to get top marks in your EE by using the marking criteria to improve your IB Extended Essay

Inform yourself by looking at past Extended Essays.  Your teacher will probably share examples with you, so make sure you review them against the marking criteria.

Above all, try to understand for yourself why one Extended Essay has scored the maximum possible points and why another has not scored so well.  This will allow you to think about how you will apply these insights to your own Extended Essay to improve the score.

Make sure you have the marking criteria with you whenever you are working on your Extended Essay, and this will help you ensure your work is addressing every point as you go along.  Then you can keep checking back in to see that you are on track to deliver what the IB Extended Essay examiners are asking for and that all criteria are being met.

You don’t want to be leaving valuable points on the table by not addressing even one of the marking criteria.

Each time you have completed an element of the Extended Essay, look at it critically and ask yourself how many marks would an examiner award? You can even get a friend to do this for you.  At this point, you will see what you need to add or change to secure all the allocated marks.

Academic honesty and your IB Extended Essay 

Students know that academic honesty is an essential part of the Extended Essay research, but some aren’t so clear on why. The IB states this is important, and here’s why:

(“Academic honesty in the IB educational context” , International Baccalaureate Organisation, 2014)

“Proper citation is a key element in academic scholarship and intellectual exchange. When we cite we:

• show respect for the work of others
• help a reader to distinguish our work from the work of others who have contributed to our work
• give the reader the opportunity to check the validity of our use of other people’s work
• give the reader the opportunity to follow up our references, out of interest
• show and receive proper credit for our research process
• demonstrate that we are able to use reliable sources and critically assess them to support our work
• establish the credibility and authority of our knowledge and ideas
• demonstrate that we are able to draw our own conclusions
• share the blame (if we get it wrong).”

Plagiarism, whether intentional or not, is serious and can result in the student not being awarded their IB diploma.

Moreover, always, always, always keep track of your sources as you go. Use a citation generator is a quick way of doing this. There are good free ones available, and they will save you a lot of time.

Find your IB EE motivation

Do whatever it takes to keep yourself on track.  What motivates you?

Is it working with a buddy? If so, pair up with a friend or peer to help keep each other on time.  It could be a student from your school, someone you have met in an IB study online forum.  You could have a WhatApp group where you support each other in a group. Whether it is online or face to face it is the support that matters.

Use your Extended Essay supervisor in the best way possible.  Don’t be scared to ask them for help and support.  However, the amount they can help you with your Extended Essay is governed by strict rules from the IB so use their support wisely.

Our IB teachers and examiners recommend making sure your draft is as good as it can possibly be before you share it with them.  In this way you don’t waste the one feedback session on elements you could have improved yourself.

At TutorsPlus our tutors can help you with your IB Extended Essay within the constraints imposed by the IB. Even so, come to us early as you can, last-minute help is never as effective.

You can still rest & have fun

Take a proper break after the end of your first IB year.  If you have worked hard, you will need it.  At the same time, it is entirely possible to have a great vacation and complete your IB Extended Essay over the summer.

So, take that break!  Clear your head, relax and come back fresh and filled with energy.

Once you have had a complete break, you can crack on with your Extended Essay work.

Plan in enough exercise and fresh air to keep yourself fresh, so you can continue working on your Extended Essay efficiently.

Don’t fall into the Extended Essay procrastination trap

Many students say to us that it seems like such a huge piece of work it is easier to put it off. In some respects, 4,000 words may seem unattainable. However, if you think about it like four 1,000-word essays it doesn’t seem anywhere near as bad.

After all, you can write 500 words without thinking too much, right? so, to give you an idea this blog post is just under 2,000-words.

Have you ever been asked how writing the EE compares to eating an elephant? No? Well, the answer is that they both need to be tackled one bite at a time.

This will be the secret to your Extended Essay success.

First, break the project into chunks of manageable size. Second, create a timing plan, and third-get to know the mark scheme like the back of your hand. Then a top mark EE will be in your grasp.

Plan & reward yourself

Break the whole IB Extended Essay process down into manageable steps and allocate a specific time for each one. Soon you will have a plan covering each stage from creating the question, to research, writing the introduction, editing, etc.

Once this is done it won’t seem like such a mountain to climb.  Rather a series of small hills.

Share your Extended Essay plan and timings with your family or a friend.  Doing this helps you be accountable and reduces the possibility of your timings slipping.

A great tip is to find something to reward you at the end of each stage to keep you going through the Extended Essay marathon.

Plan your time well and realistically.  Be frank and honest with yourself and organise lots of small deadlines for yourself which will be achievable.

TutorsPlus offer pre-IB tuition in all subjects to help international students prepare for this demanding programme.

Don’t panic – everything in your EE can be fixed!

Remember, until the final EE submission, everything can be changed. So, try not to panic and instead get going and try to enjoy the process if you can.  In the end, you will have an EE you can be proud of!

Why does the IB say the Extended Essay is important?

The IB organisation itself states the following here

The extended essay provides:

• practical preparation for undergraduate research
• an opportunity for students to investigate a topic of personal interest to them, which relates to one of the student’s six DP subjects, or takes the interdisciplinary approach of a World Studies extended essay.

Through the research process for the extended essay, students develop skills in:

• formulating an appropriate research question
• engaging in a personal exploration of the topic
• communicating ideas
• developing an argument.

Our tutors know the IB inside-out and truly work magic to draw out each student’s ability to self-direct their learning. You can reach TutorsPlus at 022 731 8148 or [email protected]

By Sara Lloyd

Sara has been an education consultant for TutorsPlus for 15 years and is an expert on international IB education. She is also a parent of two lively children.

Check out our IB EE page for more info on our IB teachers and Examiners who can help.

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IB Economics EE examples

Filter exemplars, to what extent has the vehicular emissions scheme (ves) been effective in increasing the consumption of light electric vehicles between 2018 and 2020 in singapore, to what extent has slovak government intervention been successful in reducing the negative externality resulting from cigarette consumption in slovakia, want to get full marks for your ee allow us to review it for you 🎯, to what extent did the increased prices due to the russian invasion of ukraine incentivized an increased rate of change to solar energy in sweden, what are the economic impacts of market liberalization on pkp’s rail transport monopoly and consumer welfare in poland, in what ways does the sarajevo film festival generate economic growth in sarajevo, bosnia and herzegovina, fast track your coursework with mark schemes moderated by ib examiners. upgrade now 🚀, to what extent has the transition from the b20 to b30 mandate in 2020 in indonesia been effective in improving riau’s economic sustainability based on changes in its palm oil plantations industry, how effective have the measures taken by taiwan been in counteracting the covid-19 induced semiconductor shortage, to what extent has dubai electricity and water authority (dewa) abused its market power as a natural monopoly in dubai between 2019 and 2023, to what extent is government subsidy on green heating in denmark successful in reducing negative externalities associated with natural gas consumption, to what extent does the reduction in interest rate by bank of england under monetary policy and the implementation of energy price guarantee effective in reducing united kingdom’s inflation that is caused by rise in energy prices due to the russian-ukraine war, to what extent are government interventions, including those laid out in the 14th five-year-plan, responsible for china’s emergence as an electric vehicle manufacturer, what are the consequences of implementing the pli scheme for it hardware on the market for computer hardware production in india, to what extent did the hungarian government's implementation of price caps on fuel reduce high inflation in hungary between march 2021 and march 2023, to what extent do the negative externalities of production of bangladesh's garment industry affect the living standards of its citizens, assessing the differences in economic performance between north and south korea caused by their contrasting economic systems, to what extent have grain farmers in brandon, manitoba, canada, been positively affected by supply-side shocks in the wheat and rapeseed market following the russian invasion of ukraine, to what extent has the eu ban of russian coal imports impacted the export performance of indonesian coal to the eu, to what extent did the (first) covid-19 lockdown reduce negative externalities caused by car use in portugal, how are savings the major determinant of the productivity of home-based garment workers in south delhi, following covid-19, which market structure best describes the structure of bangkok's cinema industry today, to what extent does the provision of covid-19 vaccines by the government of malaysia through the national covid-19 immunisation programme (ncip) effective to recover the gdp and reduce the unemployment rate in malaysia, to what extent have the fuel subsidies provided by the united arab emirates to adnoc negatively impacted the local environment and citizen’s health, investigating the effect of china's recent steel cap policy on both global iron ore prices and brazil's iron ore export quantity, determined by analyzing the relationship between brazil's iron ore exports and china's steel production on prices from 2017-2021., to what extent is the effectiveness of nudges in uk schools in order to increase higher gcse outcomes and is there any relation to school x, to what extent did the covid-19 pandemic influence the levels of unemployment in kenya’s economy in 2020, to what extent did selected implemented government policies in australia, france and singapore achieve optimal covid-19 vaccination rates in 2021, what market structure best represents ice cream parlours in the old town of bratislava, how has the 'punjab regulation of wood based industries rules, 2019' enacted by the punjab government had an effect on the wood furniture manufacturers of nabha , are direct taxes the best way to address overconsumption of demerit goods, to what extent does the presence of other cocoa processing firms in cameroon’s cocoa processing industry affect the economy of the “sic cacaos”, to what extent has the covid-19 pandemic affected the pricing of the residential housing market in the austin-round rock metropolitan statistical area since march 2020”, to what extent did microcredit create economic growth and development in dhaka, bangladesh through the empowerment of women before and after the covid-19 pandemic, to what extent and why has covid-19 made india substitute cash with digital modes of payment through upi and what are its spillover effects, to what extent pm kisan samman nidhi yojana (pmksny) has affected debt, income and expenditure on education and healthcare raising the living standards of farmers in sitapura ramoli village and achanchukya village in jaipur from 2020-2021, to what extent were canadian energy-rich provinces’ revenue losses from the oil crash of 2020 offset by gains in the net export market, what have been the economic consequences of covid-19 on the hotel industry in new york city, to what extent did china’s tariffs on american seafood imports impact the export performance of pakistani seafood in china, impact of the “make in india” campaign on growth and development of india., to what extent has the state of california government’s policy to permit electric vehicles in “high occupancy lanes” been effective in reducing negative externalities of internal combustion vehicles in los angeles city, what are the main factors that affect consumers’ demand for public transport in bratislava.

DIGITAL SOCIETY

Digital Society Assessment

Assessment is an integral part of learning and teaching in the IB DP Digital Society course. The aims of assessment are to support and encourage student learning. The approach to assessment is criterion-related which judges students’ work by their performance in relation to identified levels of attainment. ​

Standard Level (SL) Assessment Outline

External Assessment TOTAL = 2 hours 45 minutes examination = 64 marks = 70%

Paper 1 = 1 hour 30 minutes = 40 marks = 40%

Paper 2 = 1 hour 15 minutes = 24 marks = 30%

Internal Assessment TOTAL = 30 hours Inquiry Project = 24 marks = 30%

1,500 words + 10-minute multimedia presentation

TOTAL MARKS = 88

Higher Level (HL) Assessment Outline

External Assessment TOTAL = 4 hours 45 minutes examination = 106 marks = 80%

Paper 1 = 2 hours 15 minutes = 52 marks = 35%

Paper 2 = 1 hour 15 minutes = 24 marks = 20%

Paper 3 = 1 hour 15 minutes = 30 marks = 25%

Internal Assessment TOTAL = 30 hours Inquiry Project = 24 marks = 20%

1, 500 words + 10-minute multimedia presentation

TOTAL MARK = 130

External Assessment Markbands

Paper 1 markscheme for part c (sl & hl).

Marks for part c are allocated using markbands. While level descriptors are written in the form of individual bullet points, markbands are applied holistically using a best-fit approach.

The work does not reach a standard described by the descriptors

The response shows limited understanding of the demands of the question

There is limited relevant knowledge. The response is descriptive and consists mostly of unsupported generalizations

The response has limited organization or is only a list of items

The response shows some understanding of the demands of the question

Some relevant knowledge is demonstrated, but this is not always accurate and may not be used appropriately or effectively. The response moves beyond description to include some analysis, but this is not always sustained or effective

The response is partially organized

The response shows adequate understanding of the demands of the question

The response demonstrates adequate and effective analysis supported with relevant and accurate knowledge

The response is adequately organized

The response is focused and demonstrates an in-depth understanding of the demands of the question

The response demonstrates evaluation and synthesis that is effectively and consistently supported with relevant and accurate knowledge

The response is well-structured and effectively organized

Paper 1 Markscheme for Section B (HL)

Marks for Section B are allocated using markbands. While level descriptors are written in the form of individual bullet points, markbands are applied holistically using a best-fit approach.

The work does not reach a standard described by the descriptors below

The response shows a limited understanding of the demands of the question

Counter-claims are not considered or addressed

The response has limited organization

Some relevant knowledge demonstrated but this is not always accurate and may not be used appropriately or effectively. The response is primarily descriptive with some analysis, but this is not sustained

Counter-claims are only partially addressed

Response demonstrates adequate and effective analysis supported with relevant and accurate knowledge

Counter-claims are adequately addressed

10–12

The response is focused and shows an in-depth understanding of the demands of the question

Response demonstrates evaluation and synthesis that is effectively and consistently supported with relevant and accurate knowledge

Counter-claims are effectively addressed in the response

Paper 2 Markscheme for Question 4 (SL & HL)

Marks for question 4 are allocated using markbands. While level descriptors are written in the form of individual bullet points, markbands are applied holistically using a best-fit approach.

There is limited relevant knowledge

Evidence from sources is not integrated with the response

The response shows a limited understanding of the demands of the question​

​The response shows some understanding of the demands of the question

Some knowledge is demonstrated but this is not always relevant or accurate

Evidence from sources is partially integrated into the response

​The response shows adequate understanding of the demands of the question

Relevant and accurate knowledge is demonstrated with some lapses

There is adequate integration of evidence from the sources, but this is not always sustained

​The response is focused and shows an in-depth understanding of the demands of the question

Relevant and accurate knowledge is demonstrated throughout, adding insight to the response

There is consistent and effective integration of evidence from the sources

The response is well-structured and effectively organized​

Paper 3 Markscheme for Question 3 (HL)

In addition to paper-specific analytic markschemes used for all questions, marks for question 3 are also allocated using markbands. While level descriptors are written in the form of individual bullet points, markbands are applied holistically using a best fit approach.

The work does not reach a standard described by the descriptors below.

The response shows a limited understanding of the demands of the question.

Response is of limited relevance. The response is descriptive and consists mostly of unsupported generalizations.

The response has limited organization.

The response shows some understanding of the demands of the question.

The response is primarily descriptive with some evaluation demonstrated but this is not sustained or fully supported.

The response is partially organized.

The response shows adequate understanding of the demands of the question.

Response demonstrates adequate evaluation that is relevant and supported.

The response is adequately organized.

The response is focused and shows an in-depth understanding of the demands of the question.

Response demonstrates sustained evaluation that is relevant and well-supported throughout.

The response is well-structured and effectively organized.

Paper 3 Markscheme for Question 4 (HL)

Marks for Question 4 are allocated using markbands. While level descriptors are written in the form of individual bullet points, markbands are applied holistically using a best-fit approach.

The response consists mostly of unsupported generalizations with limited relevant knowledge

No recommendations are presented or those that are presented have only limited support

The response demonstrates some knowledge, but this is not always relevant or accurate and may not be used appropriately or effectively

Recommendations are presented with some support although this is not sustained and only partially effective

Response is adequately supported with relevant and accurate knowledge

Recommendations are presented and effectively supported

Response is well-supported throughout with relevant and accurate knowledge

Recommendations are presented and well-supported with a clear consideration of possible trade-offs and implications

Internal Assessment (SL & HL)

Criterion a: inquiry focus (3 marks).

Project element: Inquiry process document The inquiry process document demonstrates provides an inquiry focus with an explanation of the connection between the inquiry question, a specific, relevant real-world example as well as course concepts, content and contexts.

The focus is limited and/or incomplete.

The focus does not include all required elements and/or the real-world example is not specific or relevant to the inquiry.

The focus is adequate.

The focus includes an inquiry question and a partial explanation of its connection to a specific, relevant real-world example and course concepts, content and contexts.

The focus is appropriate and targeted.

The focus includes an inquiry question and a thorough explanation of its connection to a specific, relevant real-world example and course concepts, content and contexts.

Criterion B: Claims and perspectives (6 marks)

Project element: Inquiry process document The inquiry process document demonstrates how research was conducted with a discussion of the claims and perspectives for three sources including a justification of their usefulness in the inquiry.

The discussion of claims and perspectives is limited and primarily descriptive in nature. Fewer than three sources are discussed or there is no justification for their use in the inquiry

3–4 

There is a partial discussion of the claims and perspectives for each source that includes some justification for their usefulness in the inquiry, but this is not fully developed

5–6 

There is a thorough discussion of the claims and perspectives for each source that includes a clear justification for their usefulness in the inquiry

Criterion C: Analysis and evaluation (6 marks) 

Project element: Presentation The balance of the presentation consists of the student’s own sustained and well-supported analysis and evaluation of impacts and implications of the digital systems for people and communities.

There is limited analysis and evaluation which is primarily descriptive in nature or of limited relevance to the inquiry focus

The student’s analysis and evaluation of impacts and implications for people and communities is adequate, but this is not always sustained or well-supported

The student’s analysis and evaluation of impacts and implications for people and communities is effective, sustained and well-supported by evidence

Criterion D: Conclusion (6 marks)

Project element: Presentation The presentation concludes by providing further insight reflecting the student’s new understanding and ideas about their inquiry focus following analysis and evaluation and a discussion of emerging trends and future developments.

The conclusion is limited with little further insight into the inquiry focus. Emerging trends and future developments are referenced with limited or no discussion

The conclusion provides adequate further insight into the inquiry focus with a partial discussion of emerging trends and future developments

The conclusion provides effective and well-supported further insight into the inquiry focus with a thorough and substantiated discussion of emerging trends and future developments

Criterion E: Communication (3 marks) 

Project element: Presentation The presentation supports understandings through organization of ideas and evidence and also a coherent use of media.

Communication is limited

The presentation’s organization and use of media are limited and do not support understanding

Communication is adequate

The presentation is adequately organized and the use of media is at times coherent but this is not sustained or only partially effective in supporting understanding

Communication is effective

The presentation is well-organized and coherently uses media to support understanding

IB Digital Society Grade Boundaries

Demonstrates: conceptual awareness, insight, and knowledge and understanding which are evident in the skills of critical thinking; a high level of ability to provide answers which are fully developed, structured in a logical and coherent manner and illustrated with appropriate examples; a precise use of terminology which is specific to the subject; familiarity with the literature of the subject; the ability to analyse and evaluate evidence and to synthesize knowledge and concepts; awareness of alternative points of view and subjective and ideological biases, and the ability to come to reasonable, albeit tentative, conclusions; consistent evidence of critical reflective thinking; a high level of proficiency in analysing and evaluating data or problem solving.

Demonstrates: detailed knowledge and understanding; answers which are coherent, logically structured and well developed; consistent use of appropriate terminology; an ability to analyse, evaluate and synthesize knowledge and concepts; knowledge of relevant research, theories and issues, and awareness of different perspectives and contexts from which these have been developed; consistent evidence of critical thinking; an ability to analyse and evaluate data or to solve problems competently.

Demonstrates: a sound knowledge and understanding of the subject using subject-specific terminology; answers which are logically structured and coherent but not fully developed; an ability to provide competent answers with some attempt to integrate knowledge and concepts; a tendency to be more descriptive than evaluative (although some ability is demonstrated to present and develop contrasting points of view); some evidence of critical thinking; an ability to analyse and evaluate data or to solve problems.

Demonstrates: a secure knowledge and understanding of the subject going beyond the mere citing of isolated, fragmentary, irrelevant or “common sense” points; some ability to structure answers but with insufficient clarity and possibly some repetition; an ability to express knowledge and understanding in terminology specific to the subject; some understanding of the way facts or ideas may be related and embodied in principles and concepts; some ability to develop ideas and substantiate assertions; use of knowledge and understanding which is more descriptive than analytical; some ability to compensate for gaps in knowledge and understanding through rudimentary application or evaluation of that knowledge; an ability to interpret data or to solve problems and some ability to engage in analysis and evaluation.

Demonstrates: some knowledge and understanding of the subject; a basic sense of structure that is not sustained throughout the answers; a basic use of terminology appropriate to the subject; some ability to establish links between facts or ideas; some ability to comprehend data or to solve problems.

Demonstrates: a limited knowledge and understanding of the subject; some sense of structure in the answers; a limited use of terminology appropriate to the subject; a limited ability to establish links between facts or ideas; a basic ability to comprehend data or to solve problems.

Demonstrates: very limited knowledge and understanding of the subject; almost no organizational structure in the answers; inappropriate or inadequate use of terminology; a limited ability to comprehend data or to solve problems.

Digital Society Assessment  Overview

Paper 1: making connections:.

Paper 1 invites students to think like a social scientist by considering different combinations of course topics, simulating the inquiry process.

Students respond to sequentially scaffolded questions that build to and support higher-order thinking.

Students must integrate real-world research and examples.

In section B, HL students are asked to consider powerful, open-ended big questions involving global challenges of importance within digital society.

Paper 2: Working with sources

Paper 2 invites students to work like a social scientist by considering the claims and perspectives of diverse real-world sources.

Students may be asked to analyse and evaluate, for instance, a source’s origin and purpose, the qualitative and/or quantitative methods it employs and/or how well it corroborates findings from other sources.

Paper 3: Cultivating a challenge mindset

Paper 3 invites HL students to cultivate a challenge mindset by responding to a proposed digital intervention to a global challenge relevant within digital society.

A pre-release statement describing the real-world nature of a selected challenge (250–400 words) will be released four months prior to the examination.

Students are recommended to spend about 10–15 hours on extended inquiries based on the pre-release statement. In the examination, students evaluate a specific intervention using a rigorous policy-informed framework and make recommendations for future action.

Inquiry Project: Leading and designing an inquiry

The inquiry project is a student-led coursework component in which students investigate the impacts and implications of a real-world digital system through first-hand research.

An inquiry process document indicates the inquiry focus and addresses the claims and perspectives of three essential sources.

A recorded multimedia presentation conveys the inquiry’s analysis, evaluation and conclusions.

Exam designed to support higher-order thinking 

Examinations focus on evidence of higher-order thinking that integrates argumentation, accurate and relevant knowledge, and real-world examples. Digital society examinations are scaffolded. Scaffolding refers to a step-by-step process during which questions of increasingly complexity build from prior experience towards higher-order thinking. Each question (or set of questions) is arranged in a logical relationship with those that come before and after. In this way, responses to earlier questions support successful responses to later questions.

Digital Society Extended Essay

Criterion a: focus and method.

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

0  The work does not reach a standard outlined by the descriptors below

1–2 The topic is communicated unclearly and incompletely: ~ Identification and explanation of the topic is limited; the purpose and focus of the research is unclear, or does not lend itself to a systematic investigation in the subject for which it is registered The research question is stated but not clearly expressed or too broad: ~ The research question is too broad in scope to be treated effectively within the word limit and requirements of the task, or does not lend itself to a systematic investigation in the subject for which it is registered ~ The intent of the research question is understood but has not been clearly expressed and/or the discussion of the essay is not focused on the research question. Methodology of the research is limited: ~ The source(s) and/or method(s) to be used are limited in range given the topic and research question ~ There is limited evidence that their selection was informed

3–4 The topic is communicated: ~Identification and explanation of the research topic is communicated; the purpose and focus of the research is adequately clear, but only partially appropriate The research question is clearly stated but only partially focused: ~ The research question is clear but the discussion in the essay is only partially focused and connected to the research question Methodology of the research is mostly complete: ~ Source(s) and/or method(s) to be used are generally relevant and appropriate given the topic and research question ~ There is some evidence that their selection(s) was informed If the topic or research question is deemed inappropriate for the subject in which the essay is registered no more than four marks can be awarded for this criterion

5–6 The topic is communicated accurately and effectively: ~ Identification and explanation of the research topic is effectively communicated; the purpose and focus of the research is clear and appropriate The research question is clearly stated and focused: ~ The research question is clear and addresses an issue of research that is appropriately connected to the discussion in the essay Methodology of the research is complete: ~ An appropriate range of relevant source(s) and/or method(s) has been selected in relation to the topic and research question ~ There is evidence of effective and informed selection of sources and/or methods

Criterion B: Knowledge and understanding

This criterion assesses the extent to which the research relates to the subject area/discipline used to explore the research question, or in the case of the world studies extended essay, the issue addressed and the two disciplinary perspectives applied, and additionally the way in which this knowledge and understanding is demonstrated through the use of appropriate terminology and concepts.

0 The work does not reach a standard outlined by the descriptors below.

1–2 Knowledge and understanding is limited: ~ The application of source material has limited relevance and is only partially appropriate to the research question ~ Knowledge of the topic/discipline(s)/issue is anecdotal, unstructured and mostly descriptive with sources not effectively being used Use of terminology and concepts is unclear and limited: ~ Subject-specific terminology and/or concepts are either missing or inaccurate, demonstrating limited knowledge and understanding

3–4 Knowledge and understanding is good: ~ The application of source material is mostly relevant and appropriate to the research question ~ Knowledge of the topic/discipline(s)/issue is clear; there is an understanding of the sources used but their application is only partially effective Use of terminology and concepts is adequate: ~ The use of subject-specific terminology and concepts is mostly accurate, demonstrating an appropriate level of knowledge and understanding ~ If the topic or research question is deemed inappropriate for the subject in which the essay is registered no more than four marks can be awarded for this criterion

5–6 Knowledge and understanding is excellent: ~ The application of source materials is clearly relevant and appropriate to the research question ~ Knowledge of the topic/discipline(s)/issue is clear and coherent and sources are used effectively and with understanding Use of terminology and concepts is good: ~ The use of subject-specific terminology and concepts is accurate and consistent, demonstrating effective knowledge and understanding

Criterion C: Critical thinking

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

0 The work does not reach a standard outlined by the descriptors below

1–3 The research is limited: ~ The research presented is limited and its application to support the argument is not clearly relevant to the research question Analysis is limited: ~ There is limited analysis ~ Where there are conclusions to individual points of analysis these are limited and not consistent with the evidence Discussion/evaluation is limited: ~ An argument is outlined but this is limited, incomplete, descriptive or narrative in nature ~ The construction of an argument is unclear and/or incoherent in structure hindering understanding ~ Where there is a final conclusion, it is limited and not consistent with the arguments/evidence presented ~ There is an attempt to evaluate the research, but this is superficial If the topic or research question is deemed inappropriate for the subject in which the essay is registered no more than three marks can be awarded for this criterion.

4–6 The research is adequate: ~ Some research presented is appropriate and its application to support theargument is partially relevant to the research question Analysis is adequate: ~ There is analysis but this is only partially relevant to the research question; the inclusion of irrelevant research detracts from the quality of the argument ~ Any conclusions to individual points of analysis are only partially supported by the evidence Discussion/evaluation is adequate: ~ An argument explains the research but the reasoning contains inconsistencies. ~ The argument may lack clarity and coherence but this does not significantly hinder understanding. ~ Where there is a final or summative conclusion, this is only partially consistent with the arguments/evidence presented. ~ The research has been evaluated but not critically.

7–9 The research is good: ~ The majority of the research is appropriate and its application to support the argument is clearly relevant to the research question Analysis is good: ~ The research is analysed in a way that is clearly relevant to the research question; the inclusion of less relevant research rarely detracts from the quality of the overall analysis ~ Conclusions to individual points of analysis are supported by the evidence but there are some minor inconsistencies Discussion/evaluation is good: ~ An effective reasoned argument is developed from the research, with a conclusion supported by the evidence presented ~ This reasoned argument is clearly structured and coherent and supported by a final or summative conclusion; minor inconsistencies may hinder the strength of the overall argument ~ The research has been evaluated, and this is partially critical

10–12  The research is excellent: ~ The research is appropriate to the research question and its application to support the argument is consistently relevant Analysis is excellent: ~ The research is analysed effectively and clearly focused on the research question; the inclusion of less relevant research does not significantly detract from the quality of the overall analysis ~ Conclusions to individual points of analysis are effectively supported by the evidence Discussion/evaluation is excellent: ~ An effective and focused reasoned argument is developed from the research with a conclusion reflective of the evidence presented ~ This reasoned argument is well structured and coherent; any minor inconsistencies do not hinder the strength of the overall argument or the final or summative conclusion ~ The research has been critically evaluated

Criterion D: Presentation

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

Presentation is acceptable: ~ The structure of the essay is generally appropriate in terms of the expected conventions for the topic, argument and subject in which the essay is registered ~ Some layout considerations may be missing or applied incorrectly ~ Weaknesses in the structure and/or layout do not significantly impact the reading, understanding or evaluation of the extended essay

3–4 Presentation is good: ~ The structure of the essay clearly is appropriate in terms of the expected conventions for the topic, the argument and subject in which the essay is registered ~ Layout considerations are present and applied correctly ~ The structure and layout support the reading, understanding and evaluation of the extended essay  

Criterion E: Engagement

This criterion assesses the student’s engagement with their research focus and the research process.

It will be applied by the examiner at the end of the assessment of the essay, and is based solely on the candidate’s reflections, with the supervisory comments and extended essay itself as context. Only the first 500 words are assessable.

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

1–2  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

3–4 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

5–6 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

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