How are IB predicted grades given with or without the EE grade?

Hi! I took my International Baccalaureate (IB) exams in November 2017, and consequently, my predicted grades came in around August-September. This essay will delve into the method by which schools like mine give predicted IB grades, with a particular emphasis on the role of the EE grade (Extended Essay). Additionally, it will explain the difference between predicted grades given with and without the EE grade, providing insights into the methodology and the variety of factors that contribute to these predictions.

The Process of Predicting IB Grades

The system for predicting IB grades typically involves a series of assessments conducted within the school leading up to the actual exams. One crucial component of this process is the IB mocks, which are mock exams taken after the summer break. These assessments are designed to mimic the actual IB exams in terms of content, format, and difficulty.

Following the completion of the IB mocks, teachers will base the predicted grades on these assessments. The predictions also factor in future improvements, which are considered up until the actual IB exam. It’s important to note that this system, while solid, is not without its flaws as some students have performed significantly better or worse than their predicted grades.

The Role of Internal Assessments and the EE

In the IB program, both internal and external assessments play a significant role in determining final grades. The EE grade (Extended Essay) is one such internal assessment that contributes to the overall score. The EE is a substantial piece of academic work that students must complete as part of their higher level (HL) subjects. It plays a crucial role in the final grade calculation, especially for students aiming for the highest scores.

With the EE grade, the process of predicting grades becomes a more holistic evaluation. Teachers will consider both the performance in the IB mocks and the ongoing progress in the EE. The EE grade is typically assessed based on a rubric that evaluates research, methodology, academic content, and presentation. The grade awarded for the EE can then be factored into the overall predicted grade, providing a more accurate reflection of a student's abilities and potential performance.

Differences Between Predicted Grades with and without EE

The primary difference between predicted grades given with or without the EE grade lies in the information available to the teachers. When the EE grade is factored in, teachers have a broader set of data to base their predictions. This includes not only the performance in the IB mocks but also the ongoing progress and skills demonstrated in the EE.

Without the EE grade, the predicted grades are based solely on the performance in the IB mocks and any other internal assessments. This can lead to less precise predictions, particularly for students who have shown exceptional skills or weaknesses in the EE. Conversely, students who have performed consistently in their mocks may have more predictable predicted grades.

The Impact of External Assessments

The actual IB exams are the final hurdle in the process of determining a student's final score. These external assessments play a significant role in the overall prediction. Teachers try to consider the performance in the IB mocks and how the student might perform on the actual exams. However, the actual exams are more challenging and can often show a reflection of a student's true potential or limitations that may not be fully captured in the mock exams. As such, the predicted grades can sometimes be adjusted upwards or downwards based on the actual exam performance.

Conclusion

In conclusion, the process of predicting IB grades involves a combination of assessments, including IB mocks and the EE grade. The inclusion of the EE grade provides a more comprehensive evaluation, leading to more accurate predictions. However, the ultimate barcode is set during the actual IB exams, where students may exceed or fall short of their predicted grades. Teachers must balance the information available from various assessments to make the best possible predictions, keeping in mind the unique circumstances and efforts of each student.