What is it?
What are examiners looking for?
How is it scored?
Resources:
The following information from the IB EE Guide is intended to help you understand what should be included to achieve the highest level for 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, after considering the student’s Reflections on planning and progress form.
From the IBO Extended Essay Guide
Understand how your EE will be scored:
Before you meet with your supervisor for your first reflection session, consider how you would respond to the questions below. Your supervisor will guide the discussion with these and/or other questions that may enhance the quality of your reflection. Be sure to take into account any feedback you receive.
Your initial reflection should be approximately 100-125 words long. Here are some questions that can help guide you to provide the types of reflection the IB is looking for:
Why did you choose this subject/topic?
Do you have a personal connection to the topic, i.e., prior learning or experiences that have inspired you to investigate it? Explain.
Why is this topic important or worthy of investigation/discussion?
Why have you chosen the approach you plan to take?
What potential challenges do you foresee?
Remember: the RPPF is worth nearly 18 % of your total EE mark!
To achieve top marks in Criterion E, student comments must demonstrate personal engagement in the topic and research process. They must also show intellectual initiative, and be analytical and evaluative -- not descriptive -- in other words, reflect; don’t recount.
Your reflections should explain your thinking and decision-making as you plan your essay and deal with any challenges that arise. This means that you do not simply state your decisions; you also explain why you made them and assess the results of your actions.
Before you meet with your supervisor for your second reflection session, consider how you might respond to the questions below. Your supervisor will guide the discussion with these and/or other questions that may enhance the quality of your reflection. Be sure to take into account any feedback you receive.
Your second (interim) reflection should be approximately 100-125 words long. Here are some questions that can help guide you to provide the types of reflection the IB is looking for:
Remember: the RPPF is worth nearly 18 % of your total EE mark!
To achieve top marks in Criterion E, student comments must demonstrate personal engagement in the topic and research process. They must also show intellectual initiative, and be analytical and evaluative -- not descriptive -- in other words, reflect; don’t recount.
Your reflections should explain your thinking and decision-making as you plan your essay and deal with any challenges that arise. This means that you do not simply state your decisions; you also explain why you made them and assess the results of your actions.
From the IBO Extended Essay Guide
Your reflections should explain your thinking and decision-making as you plan your essay and deal with any challenges that arise. This means that you do not simply state your decisions; you also explain why you made them and assess the results of your actions.
From the IBO Extended Essay Guide
Top-Scoring RPPFs (full marks at 6/6):
Click on the links and read the RPPF examples and the corresponding Examiner's Comments for Criterion E (Engagement) to find out what the IB is looking for and what will get you top marks on your reflections! The subject is irrelevant -- the quality of the reflection is what is assessed here.
| RPPF Example | Assessment Comments on Criterion E (Engagement) | ||
|
|||
| Lang/Lit Ex. J: The candidate demonstrates both personal and intellectual engagement with the topic, demonstrating how they refined both their sources and their approach, via exigency. They reflect on how their research into contextual and rhetorical sources helped them develop their argument—and make discoveries—and they discuss how they find themselves newly positioned to explore the effect of language in other real-world situations. | |||
| Geography Ex. B: The reflections show a great level of detail and enthusiasm from the student. These also demonstrate authenticity, a creative approach and initiative. Although the reflections are sometimes communicated in simple language, the top markband is still the best fit as engagement is excellent | |||
| Philosophy Ex. C: Effective reflection highlights the journey the student has engaged with through the extended essay process. It shows evidence of critical and reflective thinking that goes beyond simply describing the procedures that have been followed. The reflections provide an insight into the student’s thinking, creativity and originality. It shows the student’s high degree of engagement and intellectual initiative, and demonstrates the learning that has taken place. | |||
|
|||
| Physics Ex. E: Keen and genuine interest in astrophysics, as clearly shown by initial topics chosen. Realist attitude in appreciating when theory or other aspects are beyond personal abilities; difficulties foreseen. The choice of dark matter as a topic narrows down the focus to rotational velocity curve of one given galaxy. First step is to consult SPARC database (successfully, since a very high-quality selection of sources was made). First obstacle: a demanding mathematical derivation. Help sought. First steps, begin drafting the structure of essay and finalizing research question. Help hoped for did not materialize; student demonstrates perseverance in facing challenges and finding solutions. Student’s quote: “learned about myself and the process of creating large body of work ... Not to expect help from others ... believe in own capabilities.”
“Daunting challenges, difficulties encountered but with dedication and persistence many difficulties were overcome. Extended essay brought to fruition.” Clear lesson learned: “Dark matter as a topic beyond scope of my abilities, should have researched more, in greater depth before working with data.” |
|||
| SEHS Ex. C: Engagement is excellent. Reflections on decision-making and planning are evaluative. These reflections communicate a high degree of intellectual and personal engagement with the research focus and process of research, demonstrating authenticity and intellectual initiative. | |||
| Dance Ex. C: 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. | |||
| Music Ex. B: Engagement is excellent. The student’s reflections give a good indication of the personal decisions made based on the challenges faced in the investigation. There is clear evidence of genuine engagement in producing the extended essay. | |||
| World Studies Environmental Sustainability. - Example B | World Studies Env. Sustainability Ex. B: This is an evaluative reflection, with clear growth (in both academic skills, and global consciousness) shown and explained. The student explains why some issues occurred, how and why they were overcome, and gives judgment on the decisions made. The student voice is clear, and it is a pleasure to see the passion within it shining through. The reflections demonstrate a high degree of personal engagement and an authentic voice. | ||
Low-Scoring RPPFs (1/6 - 2/6):
Click the link on the left to read the RPPF example, then read the corresponding comments from the assessment (Criterion E) to see how to avoid losing marks on your RPPF. What do these low-scoring reflections all have in common?
| RPPF Example | Assessment Comments (Criterion E: Engagement) |
| Language Acquisition - Example B | Language Acquisition Ex. B (Score 2/6): Although there is some engagement, the reflection is largely descriptive, without analysis. |
| Economics - Example A | Economics Ex. A (Score 2/6): Mostly descriptive. Makes assertions that are not analysed/developed. Although the essay itself suggests personal engagement, this is not adequately demonstrated in the reflections recorded on the RPPF. |
| Global Politics - Example A |
Global Politics Ex. A (Score 2/6): Reflection is too descriptive, not analytical and is therefore superficial. There is little reference to conceptual and skill development other than at the most superficial level. |
| Psychology - Ex. B | Psychology Ex. B (Score 2/6): The first reflection is solely descriptive and repetitive. It lacks clear engagement; it is not clear why the question was chosen. The interim reflection identifies the problem—having too many sources—but gives no clear solution to or evaluation of that approach. Again, this is highly repetitive. The final reflection is limited and descriptive. |
| Social and Cultural Anthropology - Ex. A | Social and Cultural Anthropology Ex. A (Score 2/6): There is limited engagement with the research process. Reflections on decision-making and planning are mostly descriptive, and there is no clear insight into the student’s intellectual initiative. |
| Chemistry - Example G | Chemistry Ex. G (Score 2/6): Reflections are descriptive and not precise. While there is some account of the process, accuracy and a critical approach are missing: unfortunately not much engagement can be inferred. |
| Physics - Example A | Physics Ex. A (Score 2/6): The reflections on planning and decisions made are descriptive, rather than analytical or evaluative. A limited degree of personal and intellectual engagement is evident. |
| Sports Exercise and Health Science - Example A | Sports Exercise and Health Science Ex. A (Score 2/6): Reflections are mainly descriptive and communicate a limited personal engagement with the topic studied. There is no reference to conceptual understanding and skill development. |
| Literature and Performance - Ex. A | Literature and Performance Ex. A (Score 1/6): 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. |
| Music - Example C | Music Ex. C (Score 2/6): The reflections tended to be narrative and did not show a great deal of engagement, for example, "The second meeting occurred after I'd worked on my paper over the summer. At this point, the vast majority of the material was done, and my mentor approved most of it. However, there was a lot to be worked on in terms of formatting, and grammar". |