History Extended Essay Evaluation
Analyze your Extended Essay draft against the IB EE criteria for your exam session: the new criteria (30 marks) from May 2027, and the 2018 criteria (34 marks) up to November 2026. Get a score estimate and revision guidance on every criterion.
Scope
Reviews the research question, source use, argument flow and relationship between analysis and conclusion.
Grade Range
Gives estimated guidance for the A–E band from the IB grade descriptors; no fixed mark-to-grade table is used.
Revision
Highlights the most important improvement area and criterion-level fixes.
Note
This tool does not replace official IB marking; use it as academic revision support.
History Extended Essay Evaluation
Get AI feedback on your Extended Essay against the IB criteria for your exam session: the new criteria (30 marks) from May 2027, and the 2018 criteria (34 marks) up to November 2026. You get detailed feedback on every criterion and an estimated A–E grade.
Do the research question, research methods and structural conventions followed provide an effective framework for the essay?
The work does not reach the standard described by the descriptors below.
A research question is stated, but it lacks relevance to the topic, clarity or focus. Research methods are used, but they are mostly unsuitable for the research question. Structural conventions are present but do not support the communication of the research.
The research question is relevant to the topic and clear, but only partly focused for the scope of the essay. Mostly suitable research methods are explained and applied with partial effectiveness. The structural conventions support some aspects of communicating the research.
The research question is relevant, clear and focused for the scope of the essay. Suitable research methods are explained and applied effectively. The structural conventions effectively support the communication of the research.
Does the student demonstrate knowledge and understanding of the subject matter being used in their research?
The work does not reach the standard described by the descriptors below.
Research materials are used to establish knowledge of the subject matter, but they lack relevance. Terminology is used but lacks accuracy or is very limited. Concepts are identified but are not relevant or are explained superficially.
Relevant research materials establish some knowledge of the subject matter. Some relevant terminology is used accurately. Some relevant concepts are explained and used with partial effectiveness.
Comprehensive, relevant research materials establish knowledge of the subject matter. Relevant terminology is used accurately and consistently. Relevant concepts are explained and used effectively to show understanding.
Does the student analyse the information presented in the essay and produce a coherent line of argument?
The work does not reach the standard described by the descriptors below.
The essay is descriptive rather than analytical. A partial line of argument is present.
The analysis is partially effective and produces some relevant findings. A partially consistent line of argument links the research question, the findings and the conclusions.
The analysis is effective and consistently produces relevant findings. A clear, sustained line of argument links the research question, the findings and the conclusions.
Does the student discuss the findings and evaluate the essay?
The work does not reach the standard described by the descriptors below.
The significance of the findings is described, but without reference to supporting evidence. There is a partial evaluation of how effective the essay is, but its strengths and limitations are not stated.
The discussion of the significance of the findings is partially balanced and sometimes supported by appropriate evidence. The evaluation of the essay's effectiveness states some strengths and limitations.
The discussion of the significance of the findings is balanced and often supported by appropriate evidence. The evaluation of the essay's effectiveness describes relevant strengths and limitations.
The discussion of the significance of the findings is balanced and fully supported by appropriate evidence. The evaluation of the essay's effectiveness explains relevant strengths and limitations.
Does the student evaluate the effect of the extended essay learning experience on them as a learner? Applied ONLY to the reflective statement (max 500 words) on the reflection and progress form (RPF).
The reflection does not reach the standard described below, or no reflective statement (RPF) is provided.
Reflection on the extended essay learning experience is descriptive. Reflection on the student's growth only describes the process, with no evidence of transfer of learning.
Reflection on the learning experience is descriptive and includes some specific examples. It sometimes shows evidence of the student's growth and transfer of learning.
Reflection on the learning experience is partially evaluative and includes specific examples. It often shows evidence of the student's growth and transfer of learning.
Reflection on the learning experience is consistently evaluative and includes specific examples. It consistently shows evidence of the student's growth and transfer of learning.