Extended Project Qualification (EPQ) Reflection, Evaluation and Presentation Syllabus

Reflection, Evaluation and Presentation syllabus — full chapter and topic list

Expand any chapter to see its topics and sub-topics. This is the whole examinable outline for Reflection, Evaluation and Presentation in Extended Project Qualification (EPQ), not a summary of it.

1. 1

   Evaluating the Project

   4 topics

   • Assessing the final outcome against objectives
     • What was achieved and what fell short
   • Reflecting on the research and decision-making process
   • Identifying strengths, weaknesses and improvements
     • What you would do differently next time
   • Evaluating skills developed during the project
2. 2

   Skills Development and Transferability

   4 topics

   • Research and information literacy skills gained
   • Project management and self-organisation
   • Communication and critical thinking growth
   • Linking EPQ skills to university and careers
     • Independent learning for higher education
     • Discussing the EPQ in personal statements and interviews
3. 3

   The Final Presentation

   4 topics

   • Purpose and requirements of the presentation
     • Communicating outcomes to a non-specialist audience
     • Live delivery to supervisor and audience
   • Structuring and delivering the talk
     • Visual aids and presentation software
     • Verbal and non-verbal delivery skills
   • Handling questions and discussion
   • The post-presentation reflection record

Reflection, Evaluation and Presentation flashcards for Extended Project Qualification (EPQ)

18 of 51 cards from the Reflection, Evaluation and Presentation deck — real questions with worked answers.

1. In the EPQ assessment objective AO4, what does "evaluate" require a student to do?

   To critically review and evaluate the outcome of the project and their own learning and performance, judging the extent to which the aims and objectives were met.

2. When assessing the final outcome against objectives, what does it mean to judge "fitness for purpose"?

   Deciding how well the finished product (essay, artefact, investigation, performance) actually meets the original aims, intended audience and success criteria you set at the start.

3. Why should EPQ objectives ideally be SMART when later evaluating the outcome?

   SMART (Specific, Measurable, Achievable, Relevant, Time-bound) objectives give clear, testable criteria, so you can objectively judge whether each one was achieved rather than relying on vague impressions.

4. What is the difference between an EPQ project's "aim" and its "objectives"?

   The aim is the broad overall goal or intended end result of the project; objectives are the specific, measurable steps or sub-goals that together show the aim has been achieved.

5. When evaluating the outcome, what does it mean for an EPQ to have "partially met" an objective?

   The objective was addressed and some progress or evidence exists, but it was not fully achieved to the intended standard, scope or depth originally planned.

6. What is reflection in the context of the EPQ?

   The deliberate process of looking back critically on your decisions, actions, learning and progress to understand what happened, why, and what could be done differently.

7. What is the key distinction between "description" and "reflection" in an EPQ production log?

   Description simply records what you did; reflection analyses why you did it, evaluates how well it worked, and draws conclusions about what you learned or would change.

8. Name the three stages of Gibbs' Reflective Cycle most relevant after the Description stage.

   Feelings, Evaluation and Analysis (followed by Conclusion and Action Plan).

9. List the six stages of Gibbs' Reflective Cycle in order.

   1) Description, 2) Feelings, 3) Evaluation, 4) Analysis, 5) Conclusion, 6) Action Plan.

10. In Kolb's Experiential Learning Cycle, what are the four stages?

    Concrete Experience, Reflective Observation, Abstract Conceptualisation, and Active Experimentation.

11. What does it mean to reflect on your "decision-making process" in the EPQ?

    Reviewing the choices you made (topic, title, methods, resources, time), the reasons behind them, the alternatives you rejected, and whether those decisions proved effective.

12. When reflecting on research decisions, what is a "turning point" or "key decision" worth recording?

    A moment where you changed direction, narrowed your title, switched a method or source, or solved a major problem, along with why you made that change.

13. Why is it valuable to record decisions you got wrong in your EPQ reflection?

    Acknowledging and analysing mistakes demonstrates honest critical reflection and shows learning, which is rewarded more highly than only reporting successes.

14. When identifying strengths and weaknesses, what is a "strength" in EPQ terms?

    An aspect of your process, skills or outcome that worked particularly well and contributed positively to achieving your objectives.

15. Give the standard three-part structure for a strong evaluation point in an EPQ.

    Point (what was a strength/weakness), Evidence (specific example from the project), and Improvement/Impact (what you would change or how it affected the outcome).

16. What is the difference between a "weakness" and an "improvement" in EPQ self-evaluation?

    A weakness identifies what did not work well; an improvement states the specific action you would take next time to address that weakness.

17. Why should suggested improvements in an EPQ evaluation be specific and realistic?

    Specific, realistic improvements show genuine critical insight and practical learning, whereas vague statements like "manage time better" carry little evidence of reflection.

18. Which broad categories of skills does the EPQ aim to develop?

    Research and information literacy, project management and self-organisation, problem solving, critical thinking, communication, and reflection/self-evaluation.

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