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Supervisors Report Extended Essay Format

Supervision of the Extended Essay

It is the school's responsibility to ensure that each student submitting an extended essay is supervised by a teacher at the school where the student is registered for Diploma Programme examinations. The teacher must have appropriate qualifications and/or experience in the subject chosen by the student, and must be familiar with the Diploma Programme.The teacher who is supervising a students work on his or her extended essay, known as "the supervisor", must not be related to the student.

It is required that the supervisor:

  • provides the student with advice and guidance in the skills of undertaking research
  • encourages and supports the student throughout the research and writing of the extended essay
  • discusses the choice of topic with the student and, in particular, helps to formulate a well-focused research question
  • ensures that the chosen research question satisfies appropriate legal and ethical standards with regard to health and safety, confidentiality, human rights, animal welfare and environmental issues
  • is familiar with the regulations governing the extended essay and the assessment criteria, and gives copies of these to the student
  • reads and comments on the first draft only of the extended essay (but does not edit the draft)
  • monitors the progress of the extended essay to offer guidance and to ensure that the essay is the student's own work; and reads the final version to confirm its authenticity
  • submits a predicted grade for the student's extended essay to IBCA
  • completes the supervisor's report (if the extended essay cover is not signed by both the student and the supervisor, the essay will not be accepted for assessment and may be returned to the school)
  • provides an explanation in the report in cases where the number of hours spent with the student in discussing the extended essay is zero; in particular, it is necessary to describe how it has been possible to guarantee the authenticity of the essay in such circumstances
  • writes a report and presents it to the school's Diploma Programme coordinator if malpractice, such as plagiarism, is suspected in the final draft.

It is strongly recommended that the supervisor:

  • reads recent extended essay reports for the subject
  • spends between three and five hours with each student, including the time spent on the viva voce (see below)
  • ensures that the chosen research question is appropriate for the subject
  • advises students on:
    • access to appropriate resources (such as people, a library, a laboratory)
    • techniques of information-/evidence-/data-gathering and analysis
    • writing an abstract
    • documenting sources
  • conducts a short, concluding interview (viva voce) with the student before completing the supervisor's report.

The student may work with or consult external sources, but it remains the responsibility of the supervisor within the school to complete all the requirements described above.


The viva voce (concluding interview)

The viva voce is a short interview between the student and the supervisor, and is a recommended conclusion to the extended essay process. Students who do not attend the vivo voce may be disadvantaged.

The viva voce serves the following purposes.

  • A check on plagiarism and malpractice in general
  • An opportunity to reflect on successes and difficulties in the research process An opportunity to reflect on what has been learned
  • An aid to the supervisor's report

The viva voce should last between 10 and 15 minutes. This is included in the recommended amount of time the supervisor should spend with the student. The following are examples of questions that can be asked, which should be adapted to the particular essay and student.

"I am not clear what you mean on page XXX. You quote Y: could you explain a little more about what this tells us?"

  • "On page *** you cite Z. I couldn't find this reference (for example, web site). Could you tell me more about it?"
  • "What have been the high and low points of the research and writing processes?"
  • "What were the most interesting aspects of the process? Did you discover anything that surprised you?"
  • "What have you learned through writing this essay? Is there any advice you would want to pass on to someone just starting out on an extended essay?"
  • "Is there anything else that you would particularly like me to mention in my report?"


In conducting the viva voce and writing the report, supervisors should bear in mind the following.

  • Examiners want to know that students understand any material (which must be properly referenced) that they have included in their essays. This is particularly important in subjects like mathematics. If the way the material is used in context in the essay does not clearly establish this, the supervisor can check the student's understanding in the viva voce and report on it.
  • Minor slips in citation and referencing may lose the odd mark. If there appear to be major shortcomings, the supervisor should investigate thoroughly. No essay should be authenticated if the supervisor believes it contains plagiarism.
  • In assessing criterion K (holistic judgment), examiners will take into account any information given in the report about unusual intellectual inventiveness or persistence in the face of unexpected difficulties.
  • The report should not attempt to do the examiner's job. It should refer to things, largely process-related, that may not be obvious in the essay itself.
  • Unless there are particular problems, the viva voce should end positively. Completion of a major piece of work such as the extended essay is something for students to feel good about.



International Baccalaureate Organization. (2007). Responsibilities of the supervisor. In IBO Extended essay guide, First examinations 2009, (pp. 8-9). New York: International Baccalaureate Organization.


International Baccalaureate Organization. (2007). The viva voce. In IBO Extended essay guide, First examinations 2009, (pp. 20-21). New York: International Baccalaureate Organization.


The teachers whose students take November exams are currently in the process of collecting Extended Essays, reading them, conducting the Viva Voce (although it’s now optional a surprising number of teachers still do an exit interview) and then trying to determine how to fill out the report.

The student fills out the front page and signs a declaration that the work they submit is their own.  It then goes to the supervisor.

The required components are the supervisor’s name at the top, and the number of hours spent working with the student on the Extended Essay and a signature declaration that you have read the final copy and to the best of your knowledge the work is that of the candidate on the bottom.

However, the center of the page is large a blank area for comments  with the following directive:

 “If appropriate, please comment on the candidate’s performance, the context in which the candidate undertook the research for the extended essay, any difficulties encountered and how these were overcome. These comments can help the examiner award a level for criterion H. Do not comment on any adverse personal circumstances that may have affected the candidate.”

What should we write?  Should we write at all?  The answer is almost always yes.  Most of us spend between 3 and 5 hours on each student.  This time involves reading, commenting, meeting with the student and discussing both the progress and the final result.  By commenting on this you can give the examiner an insight into the process that the student underwent when creating and writing the essay.  Other than personal comments regarding interest in the subject (especially when the student has a personal connection to the content), we examiners do not know the student.  We can make good guesses about how hard the student worked, but we aren’t always right.

As an examiner, I don’t need to know how you think the student will perform against the criteria or even an A – E mark.  I will be reading it and making that assessment myself soon enough.  So, what do you comment upon?

Some students are researching and writing in multiple languages; others are not the best students but they have done the best work you have ever seen from them and this was a real growth experience.  Some subjects may seem easily researched in major cities but your student is in a rural area with limited access to scholarly, peer-reviewed materials and has done the best with the materials available.  All of these are worthy of comment.

Also, you have put considerable work into supervising the student – was the student easy to work with or open to feedback?  Be sure to report this.

All of this helps make the essay become a person’s product to the examiner, something that makes the process more enjoyable, and makes us all more open to providing detailed comments on the exam even though we are not required to do so.

The Extended Essay is one of the few remaining assessments that we still receive as a paper copy.  It’s nice to feel that direct connection.

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