Group Six EE rubric Music

FINAL SUBJECT
Grade

From

To

29

36

23

28

16

22

15

Interpreting the assessment criteria

Please note: extended essays that do not focus on real music are likely to score 0 in criterion A, and are unlikely to score
highly in criteria C, D, F and G.
Criterion A: research question
The research question can often be best defined in the form of a question. It may, however, also be presented as a statement or
proposition for discussion. It must be:
specific and sharply focused
appropriate to the particular area of music being explored
centred on music and not on peripheral issues such as biography or social discourses
stated clearly early on in the essay.
Note that larger-scale musical works or groups of pieces may limit the possibility of effective treatment within the word limit.
A: research question
This criterion assesses the extent to which the purpose of the essay is specified. In many subjects, the aim of the essay will
normally be expressed as a question and, therefore, this criterion is called the research question. However, certain
disciplines may permit or encourage different ways of formulating the research task.
Achievement level Descriptor
0

The research question is not stated in the introduction or does not lend itself to a systematic investigation
in an extended essay in the subject in which it is registered.

The research question is stated in the introduction but is not clearly expressed or is too broad in scope to
be treated effectively within the word limit.

The research question is clearly stated in the introduction and sharply focused, making effective treatment
possible within the word limit.

Criterion B: introduction
The introduction should relate the research question to existing subject knowledge: the students personal experience or
particular opinion is rarely relevant here.
The introduction should not be seen as an opportunity for padding out an essay with a lengthy account of the context of the
music.
B: introduction
This criterion assesses the extent to which the introduction makes clear how the research question relates to existing
knowledge on the topic and explains how the topic chosen is significant and worthy of investigation.
Achievement level Descriptor
0

Little or no attempt is made to set the research question into context. There is little or no attempt to
explain the significance of the topic.

Some attempt is made to set the research question into context. There is some attempt to explain the
significance of the topic and why it is worthy of investigation.

The context of the research question is clearly demonstrated. The introduction clearly explains the
significance of the topic and why it is worthy of investigation.

Criterion C: investigation
The range of resources available will be influenced by various factors, but above all by the topic.
Students should use primary sources (scores, recordings, performances, interviews) in the first instance, with
secondary sources (textbooks and the comments of other musicians) as evidential support.
The proper planning of an essay should involve interrogating source material in light of the research question, so
that the views of other musicians are used to support the student's own argument, and not as a substitute for that
argument. It may thus be helpful for a student to challenge a statement by a musician, in reference to the music
being studied, instead of simply agreeing with it, where there is evidence to support such a challenge.
If students make use of Internet-based sources, they should do so critically and circumspectly in full awareness of
their potential unreliability.
C: investigation
This criterion assesses the extent to which the investigation is planned and an appropriate range of sources has been
consulted, or data has been gathered, that is relevant to the research question. Where the research question does not lend itself
to a systematic investigation in the subject in which the essay is registered, the maximum level that can be awarded for this
criterion is 2.
Achievement level Descriptor
0

There is little or no evidence that sources have been consulted or data gathered, and little or no evidence
of planning in the investigation.

A range of inappropriate sources has been consulted, or inappropriate data has been gathered, and there is
little evidence that the investigation has been planned.

A limited range of appropriate sources has been consulted, or data has been gathered, and some relevant
material has been selected. There is evidence of some planning in the investigation.

A sufficient range of appropriate sources has been consulted, or data has been gathered, and relevant
material has been selected. The investigation has been satisfactorily planned.

An imaginative range of appropriate sources has been consulted, or data has been gathered, and relevant
material has been carefully selected. The investigation has been well planned.

Criterion D: knowledge and understanding of the topic studied

Students are expected to demonstrate knowledge and understanding of the music chosen, together with its historical, social
and cultural, as well as academic, contexts. Wherever possible, this knowledge should be based at least partially on primary
sources.
D: knowledge and understanding of the topic studied
Where the research question does not lend itself to a systematic investigation in the subject in which the essay is registered,
the maximum level that can be awarded for this criterion is 2. Academic context, as used in this guide, can be defined as
the current state of the field of study under investigation. However, this is to be understood in relation to what can reasonably
be expected of a pre-university student. For example, to obtain a level 4, it would be sufficient to relate the investigation to
the principal lines of inquiry in the relevant field; detailed, comprehensive knowledge is not required.
Achievement level Descriptor
0

The essay demonstrates no real knowledge or understanding of the topic studied.

The essay demonstrates some knowledge but little understanding of the topic studied. The essay shows
little awareness of an academic context for the investigation.

The essay demonstrates an adequate knowledge and some understanding of the topic studied. The essay
shows some awareness of an academic context for the investigation.

The essay demonstrates a good knowledge and understanding of the topic studied. Where appropriate, the
essay successfully outlines an academic context for the investigation.

The essay demonstrates a very good knowledge and understanding of the topic studied. Where
appropriate, the essay clearly and precisely locates the investigation in an academic context.

Criterion E: reasoned argument

Students should be aware of the need to give their essays the backbone of a developing argument. Personal views should not
simply be stated but need to be supported by reasoned argument to persuade the reader of their validity. Straightforward
descriptive or narrative accounts that lack analysis do not usually advance an argument and should be avoided.
E: reasoned argument
This criterion assesses the extent to which the essay uses the material collected to present ideas in a logical and coherent
manner, and develops a reasoned argument in relation to the research question. Where the research question does not lend
itself to a systematic investigation in the subject in which the essay is registered, the maximum level that can be awarded for
this criterion is 2.
Achievement level Descriptor
0

There is no attempt to develop a reasoned argument in relation to the research question.

There is a limited or superficial attempt to present ideas in a logical and coherent manner, and to develop
a reasoned argument in relation to the research question.

There is some attempt to present ideas in a logical and coherent manner, and to develop a reasoned
argument in relation to the research question, but this is only partially successful.

Ideas are presented in a logical and coherent manner, and a reasoned argument is developed in relation to
the research question, but with some weaknesses.

Ideas are presented clearly and in a logical and coherent manner. The essay succeeds in developing a
reasoned and convincing argument in relation to the research question.

Criterion F: application of analytical and evaluative skills appropriate to the subject

Students should accurately and consistently analyse technical aspects of the music (melody, harmony, rhythm, texture, tone
colour, and lyrics or text), demonstrating an understanding and a persuasive personal interpretation of the music.
Achievement level Descriptor
0

The essay shows no application of appropriate analytical and evaluative skills.

The essay shows little application of appropriate analytical and evaluative skills.

The essay shows some application of appropriate analytical and evaluative skills, which may be only
partially effective.

The essay shows sound application of appropriate analytical and evaluative skills.

The essay shows effective and sophisticated application of appropriate analytical and evaluative skills.

Criterion G: use of language appropriate to the subject

Students are expected to make effective use of musical terminology and, where appropriate, notation. Notation may take a
variety of forms, depending on the type of music studied.
Achievement level Descriptor
0

The language used is inaccurate and unclear. There is no effective use of terminology appropriate to the
subject.

The language used sometimes communicates clearly but does not do so consistently. The use of
terminology appropriate to the subject is only partly accurate.

The language used for the most part communicates clearly. The use of terminology appropriate to the
subject is usually accurate.

The language used communicates clearly. The use of terminology appropriate to the subject is accurate,
although there may be occasional lapses.

The language used communicates clearly and precisely. Terminology appropriate to the subject is used
accurately, with skill and understanding.

Criterion H: conclusion

Consistent is the key word here: the conclusion should develop out of the argument and not introduce new or extraneous
matter. It should not repeat the material of the introduction; rather, it should present a new synthesis in light of the discussion.
H: conclusion
This criterion assesses the extent to which the essay incorporates a conclusion that is relevant to the research question and is
consistent with the evidence presented in the essay.
Achievement level Descriptor
0

Little or no attempt is made to provide a conclusion that is relevant to the research question.

A conclusion is attempted that is relevant to the research question but may not be entirely consistent with
the evidence presented in the essay.

An effective conclusion is clearly stated; it is relevant to the research question and consistent with the
evidence presented in the essay. It should include unresolved questions where appropriate to the subject
concerned.

Criterion I: formal presentation

This criterion relates to the extent to which the essay conforms to academic standards about the way in which research papers
should be presented. The presentation of essays that omit a bibliography or that do not give references for quotations is
deemed unacceptable (level 0). Essays that omit one of the required elementstitle page, table of contents, page numbers
are deemed no better than satisfactory (maximum level 2), while essays that omit two of them are deemed poor at best
(maximum level 1).
In music, discographies should be included where appropriate; musical examples, and tables and charts, if relevant, should
appear in the body of the essay, as close as possible to their first reference.
I: formal presentation
This criterion assesses the extent to which the layout, organization, appearance and formal elements of the essay consistently
follow a standard format. The formal elements are: title page, table of contents, page numbers, illustrative material,
quotations, documentation (including references, citations and bibliography) and appendices (if used).
Achievement level Descriptor
0

The formal presentation is unacceptable, or the essay exceeds 4,000 words.

The formal presentation is poor.

The formal presentation is satisfactory.

The formal presentation is good.

The formal presentation is excellent.

Criterion J: abstract
The abstract is judged on the clarity with which it presents an overview of the research and the essay, not on the quality of the
research question itself, nor on the quality of the argument or the conclusions.
Criterion K: holistic judgment
Qualities that are rewarded under this criterion include the following.
Intellectual initiative: Ways of demonstrating this in music essays include the choice of topic and research question,
locating and using a wide range of sources, including some that may have been little used previously or generated
for the study (for instance, transcripts of oral interviews).
Insight and depth of understanding: These are most likely to be demonstrated as a consequence of detailed research,
reflection that is thorough and well informed, and reasoned argument that consistently and effectively addresses the
research question.
Creativity: In music essays, this includes qualities such as comparison of musical features, inventive approaches to
musical analysis and new approaches to popular topics.

J: abstract
The requirements for the abstract are for it to state clearly the research question that was investigated, how the investigation
was undertaken and the conclusion(s) of the essay.
Achievement level Descriptor
0

The abstract exceeds 300 words or one or more of the required elements of an abstract (listed above) is
missing.

The abstract contains the elements listed above but they are not all clearly stated.

The abstract clearly states all the elements listed above.

K: holistic judgment
The purpose of this criterion is to assess the qualities that distinguish an essay from the average, such as intellectual initiative,
depth of understanding and insight. While these qualities will be clearly present in the best work, less successful essays may
also show some evidence of them and should be rewarded under this criterion.
Achievement level Descriptor
0

The essay shows no evidence of such qualities.

The essay shows little evidence of such qualities.

The essay shows some evidence of such qualities.

The essay shows clear evidence of such qualities.

The essay shows considerable evidence of such qualities.