Criterion E: Reflection

At a glance

By the time you submit your reflective statement, you should be able to say “yes” to both:

• I reflect evaluatively, using specific examples from my EE journey.

• I show growth and transfer of learning, explaining how the experience shaped my thinking or skills.

If your reflection only describes what you did or summarises the process, you will not score well in Criterion E.

Strand 1: Evaluative Reflection

Guiding question: Do you reflect evaluatively on your extended essay experience?

What evaluative reflection means

The guide defines this as reflection that goes beyond description and shows clear evaluation of your learning.

Strong evaluative reflection:

• gives specific examples

• identifies why something was challenging or significant

• explains what you learned from key decisions or turning points

• shows how your approach changed as you progressed

What examiners look for

• Consistent evaluation of your EE experience

• Clear references to decisions, changes, challenges and insights

• Reflection that demonstrates thoughtfulness and self-awareness

What weak performance looks like

• Only describing what you did

• Vague or general comments

• Listing steps instead of evaluating them

• No specific examples

Ask yourself

• Am I explaining why experiences mattered, not just what happened?

• Do I show what I learned rather than summarise what I did?

• Have I used examples that demonstrate real thinking?

Strand 2: Growth and Transfer of Learning

Guiding question: Do you show evidence of your growth and explain how your learning can transfer to new contexts?

What growth means

Growth refers to how you developed as a learner through the EE process, including skills such as:

• research

• critical thinking

• organisation

• self-management

• perseverance

The guide expects specific evidence of growth.

What transfer means

Transfer is the ability to apply what you learned in the EE to:

• other subjects

• future projects

• personal, academic or professional contexts

What examiners look for

• Reflection that shows how you changed and developed

• Evidence that you can transfer your learning beyond the EE

• Clear examples of how skills or perspectives will help you in the future

What weak performance looks like

• No evidence of growth

• Only describing the process

• No reference to future learning or transferable skills

• Statements like “I learned a lot” without examples

Ask yourself

• How did I grow as a thinker, researcher or learner?

• Which challenges helped me develop new skills?

• How will I use these skills or insights in future contexts?

Strong vs weak reflection examples

Weak (descriptive)

“I found the research difficult at first, but I managed by the end. I learned about time management and research skills.”

Strong (evaluative + growth + transfer)

“At the start, I underestimated how demanding primary research would be. After inconsistent early results, I realised I needed a more systematic method. Adapting my approach taught me to refine procedures rather than abandon them. This shift has already influenced how I plan investigations in Biology and will shape how I approach independent research at university.”