Use this rubric when students are developing an extended independent research essay with a focused research question.
This page offers an example rubric for extended research writing. It preserves the weighted nature of the task, so critical thinking carries more weight than presentation, and engagement is treated as part of the research process.
TA39 drafts from the rubric you choose; you review, adapt, and decide what fits your assignment.
At a Glance
| Field | Details |
|---|---|
| Level | IB Diploma Programme / upper secondary |
| Subject Area | Research / Extended Essay |
| Task Type | Independent research essay |
| Useful For | extended research essays, independent inquiry projects, research-process reflection |
| Framework / Curriculum Reference | IB Diploma Programme Extended Essay |
| Scoring Model | 34 marks across five weighted criteria |
| Reference Notes | Framework references are included for context. Teachers should adapt this example to their current curriculum, assessment policy, and assignment expectations. |
What This Rubric Covers
- Focus and method
- Knowledge and understanding
- Critical thinking
- Presentation
- Engagement with the research process
Download
For easier reuse, the rubric and scoring summary are packaged as a separate Markdown file inside this zip:
Rubric
Score: ___ / 34
| Criterion | Marks Available | Higher Performance | Developing Performance | Limited Performance | No Credit / Very Limited |
|---|---|---|---|---|---|
| Focus and Method | 6 | 5-6: Clear topic, focused research question, and systematic methodology using relevant sources and methods. | 3-4: Topic and question are present but may be broad; method is generally complete but uneven. | 1-2: Topic or research question is vague; method is limited or inconsistently applied. | 0: Basic expectations are not met. |
| Knowledge and Understanding | 6 | 5-6: Detailed knowledge, relevant source material, and accurate subject terminology. | 3-4: Solid knowledge with some uneven depth or relevance. | 1-2: Limited understanding, inaccuracies, or unclear use of concepts. | 0: Adequate knowledge and terminology are not demonstrated. |
| Critical Thinking | 12 | 10-12: Research, analysis, discussion, and conclusions are focused, coherent, and well supported. | 7-9: Research and analysis are generally strong, with some gaps or uneven evaluation. | 4-6: Research is partially aligned; analysis may be superficial or underdeveloped. | 0-3: Research and analysis are minimal, unsupported, or unclear. |
| Presentation | 4 | 3-4: Structure, layout, and presentation support the reader's understanding. | 1-2: Presentation is acceptable but inconsistent or distracting in places. | 1-2: Use this range when issues are noticeable but do not prevent reading. | 0: Presentation hinders reading and comprehension. |
| Engagement | 6 | 5-6: Reflections show thoughtful engagement with the research process and methodological choices. | 3-4: Reflection is present, but insight or self-evaluation may be moderate. | 1-2: Reflection is mostly descriptive, with limited personal or intellectual engagement. | 0: Meaningful engagement is not demonstrated. |
Performance Conversion
| Criterion | Marks |
|---|---|
| Focus and Method | 6 |
| Knowledge and Understanding | 6 |
| Critical Thinking | 12 |
| Presentation | 4 |
| Engagement | 6 |
| Total | 34 |
Teacher Adaptation Notes
- Keep the criterion weights visible; do not flatten this into five equal rows.
- Add subject-specific research expectations before using it with students.
- If your school uses official IB forms or reflection checkpoints, include those expectations in the task instructions.
- Use current school and IB guidance when assigning final marks.
Standards and Framework References
The framework reference below is included to help teachers understand the assessment tradition this example draws from. IB schools should check the current guide, assessment criteria, and school policy before using or adapting a rubric.
| Reference | How It Connects to This Rubric |
|---|---|
| IB Extended Essay | Useful context for the Diploma Programme core, independent research, and the 4,000-word extended essay. |
Source and Attribution
This example is based on an IB Extended Essay rubric document prepared for TA39 rubric-library work and has been formatted for teacher review and adaptation in TA39.
This page is not an official IB assessment document and does not imply endorsement by the International Baccalaureate Organization.
Teachers should check the current syllabus, guide, school policy, or mark scheme before using or adapting this example.
Want to Build or Adapt a Different Rubric?
You can adapt this structure for a different assignment by keeping the scoring model clear, naming the criteria that matter most, and replacing the descriptors with language that matches the work students will actually submit.
TA39 can help turn a rubric or reference document into a format you can review and adapt. You still review the criteria, adjust the wording, and decide whether it fits your assignment.