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Marksy maps your draft against the rubric so you can see where marks are gained or lost in each criterion.
Every important scoring decision is anchored to your writing so revision is evidence-based, not guesswork.
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This guide follows the EE criteria for psychology: focus and method, knowledge and understanding, critical thinking, presentation, and engagement. It keeps the essay anchored in psychology rather than drifting into general discussion.
Recommended Length
3,500-4,000 words
Build Timeline
10-12 weeks: question, sources, drafting, revision
Anchor Question
Is your research question specific enough to support real psychological analysis?
Want a full playbook format? Read Psychology EE Guide.
Use each criterion as a checklist for revision. Strong drafts make the scoring evidence obvious, not implied.
Examiner focus: This criterion assesses the topic, research question, methodology, and use of secondary sources.
Top-band move: The topic is clearly stated with academic context and justification. The research question is precise, focused, and can be fully addressed. The methodology is thoroughly described and justified, demonstrating an understanding of its limitations. Appropriate psychological journals and books are used, with explicit references to the research question.
Common penalty: The topic is stated, but lacks context. The research question is broad or poorly defined. The methodology is vaguely described or inappropriate.
Examiner focus: This criterion assesses the depth of understanding of psychological concepts, theories, and studies relevant to the research question.
Top-band move: Thorough understanding of relevant psychological concepts, theories, and studies is demonstrated through effective communication and appropriate academic style. Psychological research methods and terminology are applied accurately and confidently. Considered evaluation of evidence and findings from empirical studies, considering factors such as culture, ethics, gender, and methodology, informs the interpretation of the research question.
Common penalty: Basic understanding of some psychological concepts is demonstrated. Terminology is used, but application is limited or inaccurate.
Examiner focus: This criterion assesses the analysis, evaluation, and discussion of different perspectives or approaches to the research question.
Top-band move: Insightful analysis and evaluation of different perspectives are present. Arguments are backed by a thorough consideration of the research material's merits and limitations. The student showcases the ability to extract knowledge from selected sources, analyze it, and employ it to formulate arguments and draw conclusions relevant to the research question. Discussions consistently revolve around ideas or concepts in line with the research question. Awareness of possible researcher and methodological biases is demonstrated.
Common penalty: Limited analysis and evaluation. Arguments are weak or unsupported. The essay is primarily descriptive.
Examiner focus: This criterion assesses the structure, layout, referencing, and overall presentation of the extended essay.
Top-band move: The essay begins with a title page and a table of contents, adhering to standard formatting conventions. The structure of the essay follows the expected conventions for the topic, ensuring clarity and coherence in the presentation of arguments. Sections and subsections have informative headings that contribute to the overall organization of the essay without distracting from the main argument. Graphs, figures, or tables are appropriately labeled with numbers and brief descriptions and maintain good graphical quality.
Common penalty: The essay has some structure, but it is not always clear. Referencing is attempted but contains errors.
Examiner focus: This criterion assesses the student's engagement with the research process, as demonstrated in the Reflections on Planning and Progress Form (RPPF).
Top-band move: The RPPF form showcases the individual's progress and active involvement in the writing process. The student outlines the skills acquired during the extended essay writing journey. Challenges faced during the process are described in detail, along with the strategies employed to address them. The document reflects the personal significance and relevance of the work undertaken.
Common penalty: The RPPF provides some information about the research process, but lacks depth and reflection.
Match your draft to the descriptors below to identify the smallest edits that can move you into a higher band.
Points 0
The topic is unclear, the research question is missing or irrelevant, and the methodology is not described.
Points 1-2
The topic is stated, but lacks context. The research question is broad or poorly defined. The methodology is vaguely described or inappropriate.
Points 3-4
The topic is clearly stated with some context. The research question is focused but may lack precision. The methodology is described and partially justified. Relevant sources are used.
Points 5-6
The topic is clearly stated with academic context and justification. The research question is precise, focused, and can be fully addressed. The methodology is thoroughly described and justified, demonstrating an understanding of its limitations. Appropriate psychological journals and books are used, with explicit references to the research question.
Points 0
Little to no understanding of relevant psychological concepts is demonstrated. Terminology is absent or misused.
Points 1-2
Basic understanding of some psychological concepts is demonstrated. Terminology is used, but application is limited or inaccurate.
Points 3-4
Clear understanding of relevant psychological concepts, theories, and studies is demonstrated. Terminology is used appropriately. Some consideration of influential factors (e.g., culture, ethics) is present.
Points 5-6
Thorough understanding of relevant psychological concepts, theories, and studies is demonstrated through effective communication and appropriate academic style. Psychological research methods and terminology are applied accurately and confidently. Considered evaluation of evidence and findings from empirical studies, considering factors such as culture, ethics, gender, and methodology, informs the interpretation of the research question.
Points 0
No analysis or evaluation is present. Arguments are absent or irrelevant.
Points 1-3
Limited analysis and evaluation. Arguments are weak or unsupported. The essay is primarily descriptive.
Points 4-6
Some analysis and evaluation of different perspectives are present. Arguments are supported by some evidence. The essay demonstrates some critical thinking.
Points 7-9
Effective analysis and evaluation of different perspectives are present. Arguments are supported by relevant psychological theory and data sources. The essay demonstrates a critical and analytical approach. Strengths and weaknesses of the investigation are discussed.
Points 10-12
Insightful analysis and evaluation of different perspectives are present. Arguments are backed by a thorough consideration of the research material's merits and limitations. The student showcases the ability to extract knowledge from selected sources, analyze it, and employ it to formulate arguments and draw conclusions relevant to the research question. Discussions consistently revolve around ideas or concepts in line with the research question. Awareness of possible researcher and methodological biases is demonstrated.
Points 0
The essay lacks structure and organization. Referencing is absent or inaccurate.
Points 1
The essay has some structure, but it is not always clear. Referencing is attempted but contains errors.
Points 2-3
The essay is generally well-structured with a clear introduction, body, and conclusion. Referencing is mostly accurate and consistent. Sections and subsections are used with informative headings.
Points 4
The essay begins with a title page and a table of contents, adhering to standard formatting conventions. The structure of the essay follows the expected conventions for the topic, ensuring clarity and coherence in the presentation of arguments. Sections and subsections have informative headings that contribute to the overall organization of the essay without distracting from the main argument. Graphs, figures, or tables are appropriately labeled with numbers and brief descriptions and maintain good graphical quality.
Points 0
The RPPF is missing or provides minimal information.
Points 1-2
The RPPF provides some information about the research process, but lacks depth and reflection.
Points 3-4
The RPPF showcases the individual's progress and active involvement in the writing process. The student outlines some skills acquired during the extended essay writing journey.
Points 5-6
The RPPF form showcases the individual's progress and active involvement in the writing process. The student outlines the skills acquired during the extended essay writing journey. Challenges faced during the process are described in detail, along with the strategies employed to address them. The document reflects the personal significance and relevance of the work undertaken.
Step 1
Choose a question that stays narrow enough to support a clear method and a real psychological argument.
Step 2
Use accurate terminology and concepts so the essay shows subject understanding, not just topic awareness.
Step 3
Move beyond description by comparing findings, weighing evidence, and explaining why the conclusion follows.
Step 4
Present the essay clearly and make sure the research process and engagement notes support the final argument.
The question is focused and researchable.
Technical terminology is used accurately.
Evidence and analysis support a coherent argument.
The conclusion follows from the psychological reasoning.
Write a one-sentence scope statement before you outline the essay.
Define your key terms early so the analysis stays precise.
End each section by linking the point back to the research question.
The grader evaluates your submission against the active IB criteria for Psychology Extended Essay and returns criterion-level marks with actionable feedback.
Yes. Most students use draft grading to identify weak criteria, revise, and re-check before final submission.
Yes. Teachers can upload multiple files in one batch from the bulk grading route for faster class-wide feedback.
Absolutely. By default, nobody other than you can access your uploaded files, however you may make them shareable to others. Even then, you have full control to delete your files at any moment, and your files are not used to train AI models. More information here.
Upload a single submission and get criterion-by-criterion feedback aligned to IB descriptors.
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