Browse top scoring examples of IB Visual Arts EE with A-E grades, examiner-style feedback, criteria breakdowns, and real student Extended Essay examples.
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This page is designed to help you understand the assessment criteria for the IB Visual Arts Extended Essay (EE) and guide you in self-evaluating your work. By breaking down the rubric and providing clear explanations, you'll be better equipped to assess your essay's strengths and areas for improvement.
Before you begin self-assessment, ensure you have the following:
The IB Visual Arts EE is assessed using five criteria, totaling 34 marks. Below is a breakdown of each criterion, what it evaluates, and how to excel.
What It Tests: Clarity and focus of your research question and the appropriateness of your research methods.
High Performance: A well-defined, specific research question directly related to visual arts, supported by a coherent and appropriate research methodology.
Common Mistakes: Broad or vague research questions; methods that don't align with the question.
Mark Band Descriptors:
| Mark Band | What It Means | Evidence You Must Show |
|---|
| 0-2 | Unclear research question; inappropriate or absent methodology. | Vague topic; lack of clear research methods. |
| 3-4 | Somewhat clear research question; partially appropriate methodology. | Moderately focused topic; some alignment between question and methods. |
| 5-6 | Clear, focused research question; appropriate and effective methodology. | Well-defined topic; strong alignment between question and methods. |
What It Tests: Depth of knowledge and understanding of the topic and context.
High Performance: Demonstrates in-depth understanding with accurate use of visual arts terminology and context.
Common Mistakes: Superficial understanding; incorrect or inconsistent use of terminology.
Mark Band Descriptors:
| Mark Band | What It Means | Evidence You Must Show |
|---|---|---|
| 0-2 | Limited understanding; minimal use of appropriate terminology. | Basic descriptions; lack of contextual analysis. |
| 3-4 | Adequate understanding; some use of appropriate terminology. | General analysis; occasional contextual references. |
| 5-6 | Excellent understanding; consistent and accurate use of terminology. | In-depth analysis; thorough contextual understanding. |
What It Tests: Analysis, evaluation, and synthesis of research.
High Performance: Presents a well-reasoned argument with critical evaluation of sources and evidence.
Common Mistakes: Descriptive rather than analytical; lack of critical evaluation.
Mark Band Descriptors:
| Mark Band | What It Means | Evidence You Must Show |
|---|---|---|
| 0-3 | Limited analysis; unsupported conclusions. | Descriptive content; lack of argument development. |
| 4-6 | Some analysis; conclusions partially supported by evidence. | Basic argument; some evaluation of sources. |
| 7-9 | Good analysis; conclusions well supported by evidence. | Clear argument; consistent evaluation of sources. |
| 10-12 | Excellent analysis; insightful conclusions fully supported by evidence. | Sophisticated argument; thorough evaluation of sources. |
What It Tests: Structure, layout, and adherence to academic standards.
High Performance: Logically structured essay with clear headings, appropriate formatting, and consistent citation style.
Common Mistakes: Disorganized structure; inconsistent formatting; improper citations.
Mark Band Descriptors:
| Mark Band | What It Means | Evidence You Must Show |
|---|---|---|
| 0-1 | Poor structure; multiple formatting errors. | Lack of headings; inconsistent citations. |
| 2-3 | Adequate structure; some formatting errors. | Some headings; mostly consistent citations. |
| 4 | Excellent structure; minimal to no formatting errors. | Clear headings; consistent and correct citations. |
What It Tests: Reflection on the research process and personal engagement.
High Performance: Thoughtful reflections demonstrating insight into the research process and personal learning.
Common Mistakes: Superficial reflections; lack of insight into personal learning.
Mark Band Descriptors:
| Mark Band | What It Means | Evidence You Must Show |
|---|---|---|
| 0-2 | Limited reflection; minimal personal insight. | Basic descriptions of the process; little self-awareness. |
| 3-4 | Adequate reflection; some personal insight. | General reflections; some self-awareness. |
| 5-6 | Excellent reflection; deep personal insight. | In-depth reflections; clear evidence of personal growth. |
After using the embedded grader, you'll receive a score out of 34. Here's how to interpret it:
If You're Between Bands or Uncertain:
Improvement Actions Tied to Each Criterion:
High-Band Excerpt:
"The juxtaposition of organic forms in Georgia O'Keeffe's 'Jimson Weed' with the stark background emphasizes the artist's exploration of abstraction in nature. This is evident in the fluidity of the petals, which contrasts with the rigid composition, suggesting a deliberate tension."
Why It Scores High:
Mid/Low-Band Excerpt:
"Georgia O'Keeffe's 'Jimson Weed' is a painting of a flower. The petals are white, and the background is dark."
What's Missing:
The IB uses the following grade boundaries for the Extended Essay:
| Total Marks | Grade |
|---|---|
| 30-34 | A |
| 25-29 | B |
| 17-24 | C |
| 9-16 | D |
| 0-8 | E |
*Note: Grade boundaries may vary by session; verify with the latest IB documentation
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