Criterion E: Engagement

This is what the official IB RPPF looks like. However, you will complete all of your reflections in ManageBac "Planning and Progress Form" tab (see image on the right).

The following links are provided to assist you in preparing for each reflection session and type for writing the reflections. Note: if you made an error or would like to update something in one of your reflections in ManageBac and find that it has been locked. Simply ask your supervisor to unlock the reflection for you.

Guiding Questions for Each Reflection Session

Preparation for the First Reflection Session

First Reflection Session

Preparation for the interim reflection session

Second Reflection Session

The Reflection and Accommodating a Change of Direction

If the student or supervisor is not satisfied that the goals of the research are being met, further supervision sessions may be appropriate.

Students who find that they need to change direction in their research or adjust the formulation of their research question should demonstrate the thinking that led them to these decisions in their second reflection on the Reflections on planning and progress form. They must not go back and adjust their initial reflections, as the purpose of the form is to demonstrate the evolution of their thinking in the research process.

Final Reflection Session (Viva Voce): Supervisors must have already read the final version of the essay, sent to them by the candidate, before this session takes place.

Criterion E: Engagement

(Strands: Process, Research focus)

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 as detailed on the RPPF, with the supervisory comments and extended essay itself as context.

Students are expected to provide reflections on the decision-making and planning process undertaken in completing the essay. Students must demonstrate how they arrived at a topic as well as the methods and approach used. This criterion assesses the extent to which a student has evidenced the rationale for decisions made throughout the planning process and the skills and understandings developed.

For example, students may reflect on:

• the approach and strategies they chose, and their relative success
• the Approaches to learning skills they have developed and their effect on the student as a learner
• how their conceptual understandings have developed or changed as a result of their research
• challenges they faced in their research and how they overcame these
• questions that emerged as a result of their research
• what they would do differently if they were to undertake the research again.

Effective reflection highlights the journey the student has engaged in through the EE process. Students must show evidence of critical and reflective thinking that goes beyond simply describing the procedures that have been followed. The reflections must provide the examiner with an insight into student thinking, creativity and originality within the research process. The student voice must be clearly present and demonstrate the learning that has taken place.

Overall Criterion Expectations:

• 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 as detailed on the RPPF, with the supervisory comments and extended essay itself as context.

Total Marks Available: 6

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 process focus and process of research, demonstrating authenticity, intellectual initiative and/or creative approach in the student voice

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.

2-1: 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

Formal Reflection Sessions

These are the mandatory sessions that must be recorded on the Reflections on planning and progress form. It is recommended that these sessions last 20–30 minutes. During these sessions students should share excerpts from their Researcher’s reflection space with their supervisor. These sessions should focus on progress made so far and set clear objectives for moving forward in the research process. Students should be prepared for these sessions and the meetings should be a dialogue guided by questions posed by the supervisor.

Check-in Sessions

Students are encouraged to meet with their supervisor in between (and in addition to) the formal reflection sessions. Supervision time should meet the needs of the individual student; therefore, the frequency and duration of these meetings will depend on the needs of the student and the supervisor’s requirements. Supervision time may consist of an occasional 10-minute check-in to discuss a timeline or clarification of a comment made by the supervisor. It may also include a more lengthy discussion about particular issues, for example, regarding access to resources. These supervision sessions do not form part of the formal reflection process and do not, therefore, need to be reported on the Reflections on planning and progress form. However, they nevertheless form an important part of the supervision process.

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 as detailed on the RPPF, with the supervisory comments and extended essay itself as context. Only the first 500 words are assessable.

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.

1. Engagement with the process: the student has engaged in discussions with their supervisor in the planning and progress of their research; the student is able to reflect on and refine the research process, and react to insights gained through the exploration of their research question; the student is able to evaluate decisions made throughout the research process and suggest improvements for their own working practices.

2. Engagement with their research focus: an insight into the student’s thinking, intellectual initiative and creative approach through reflections on the thought and research process; the extent to which the student voice is present rather than that of the supervisor and academics; is the student’s engagement reflected?