Conducting Effective Extended Essay Interviews

This week, we’re diving into a critical but often misunderstood part of the Extended Essay process—the interviews.

Whether it’s the Initial Reflection Interview, the Interim Reflection Interview, or the Final Reflection (Viva Voce), these moments matter.

But here’s the key.

The Extended Essay interview is:

• Not about the paper.
• Not a typical student meeting.
• Not optional.
• And it’s definitely not unimportant.

So what is it about?

The purpose of the interview is to stimulate evaluative reflection—to help students judge how well they have managed:

• The research focus, which is their winding journey toward refining their research question.
• The research process, which is their structured path from beginning to end.

When done well, these interviews help students write stronger reflections, improve their ability to analyze their own learning, and ultimately, score higher on Criterion E: Engagement.

So how do we conduct these interviews effectively?

Here are four strategies that will make a difference.

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Set the Right Tone: Be Formal

One of the biggest mistakes we can make is treating these interviews like casual check-ins. Instead, be formal, structured, and intentional.

When I sit down with a student, I make it clear from the start:

"Thank you for coming to the Initial Reflection Interview. I’m going to ask you a series of questions about your process, not your paper. I want you to think critically about how well you have managed your research journey. Please take notes as we go—it will help you when writing your reflection."

This level of formality signals to students that this is an important and professional conversation, not just another IB task to check off their list.

And yes—students might feel a little nervous at first.

That’s a good thing.

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Ask Direct Questions About Challenges

To stimulate evaluative thought, start with a simple but direct question:

"Identify three challenges you have faced since the last time we met."

That’s it. Three challenges. No overthinking. Write them down.

Then, go a step further:

"Describe each challenge using an adjective that reflects how well you handled it."

• "I managed my time poorly."
• "I handled my research well."
• "I felt overwhelmed."

By asking students to describe their performance, you’re training them to evaluate rather than just describe. That distinction is everything when it comes to writing strong reflections

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How Did You Overcome the Challenges?

Once students identify and describe their challenges, move to the next step:

"How did you overcome these challenges?"

Most students will bring up time management as a challenge—because let’s be honest, time management is a challenge for all of us. But the key here is helping them articulate how they improved.

For example:

"At first, I underestimated how much time the research would take, so I started blocking off 30 minutes on my lightest homework night just for EE work."

That’s an evaluative response—not just a summary of events, but a judgment about their own actions

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The IB Loves Their Words - Use Them

This is one of my favorite strategies because it directly impacts the student’s score.

If you look at the mark scheme for Criterion E (Engagement), you’ll notice key phrases like:

• "The student reflects on their engagement in the research process."
• "The student evaluates the challenges they faced."
• "The student demonstrates increasing engagement with their topic.

So here’s the trick: Make students use IB’s words in their reflections.

At the end of the interview, ask them:

• "How would you describe your engagement in this process?"
• "I have been engaged and reflective in my approach."
• "I have taken initiative in overcoming research challenges."

By using the IB’s words in their interview responses, they’re automatically setting themselves up to write reflections that align with the assessment criteria.

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Why it matters...

The Extended Essay interviews are not just meetings—they are tools.

Tools that help students think deeply about their own learning and ultimately write stronger reflections.

Set a formal tone—make it clear that this is an important conversation.

Ask direct questions about challenges—get students to describe their struggles in evaluative terms.

Push them to reflect on solutions—make them articulate how they improved.

Use IB’s language—help them frame their reflections with the words the examiners want to see.

Most importantly, remember that these interviews are evaluative and are about the process, not the paper.

Our role is to guide them toward deeper reflection, helping them grow as thinkers and learners.

Good luck out there and see you next week.

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