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Personal Project: Assessment Criteria and Checklists

Personal Project Final Assessment

  • The project is assessed based on 4 Criteria.
  • The final grade for the project will be between 1-7.
  • The MYP Grade Descriptors provide the student with additional feedback to accompany direct feedback from the assessors.

Assessment Criteria

Criterion A: Investigating

  • define a clear goal and a global context for the project based on personal interests
  • identify prior learning and subject specific knowledge about the project
  • demonstrate research skills

Tips & Hints

  • include research notes in your process journal
  • use EasyBib to record details about your sources of information for your bibliography 
  • explore the ATL page and make sure you are showing excellent research skills
  • discuss your research within the Investigating section of your report, including the evaluation of sources (OPVL) 
  • include a variety of research from primary and secondary sources (images, interviews, surveys, experiments, fieldwork, books, websites, journals, film, etc.)

Report Checklist: Investigating

 

Criterion B: Planning

  • develop criteria for the product/outcome
  • plan and record the development process of the project
  • demonstrate self-management skills

Tips & Hints

  • begin the Process Journal immediately, the more you add to your Journal the easier it will be to write your Report
  • start recording your initial thoughts, reflections, updates, questions, frustrations, etc.
  • explore the ATL page and make sure you are showing excellent planning skills
  • outline and discuss both qualitative and quantitative success criteria
  • outline and discuss updates to your action plan, there should be evidence of a development process

Report checklist: Planning

Criterion C: Taking Action

  • create a product/outcome in response to the goal, context and criteria
  • demonstrate thinking skills
  • demonstrate communication and social skills

Tips & Hints

  • spending a large amount of time on creating the product does not guarantee a high mark
  • your product must be created in response to the goal and global context
  • explore the ATL page and make sure you are showing excellent taking action skills
  • make your "taking action" visible by rigorously updating your process journal as you create multiple prototypes or try different problem-solving approaches
  • refer to your success criteria during this process, do not worry about changes or failures with your final product/outcome, instead record these in your process journal

Report checklist: Taking Action

Criterion D: Reflection

  • evaluate the quality of the product/outcome against the criteria
  • reflect on how completing the project has extended your knowledge and understanding of the global context
  • reflect on your development as an IB learner through the project

Tips & Hints

  • the reflection cannot only be written at the end of the process, record reflections along the way in the process journal and then summarize these in the report
  • this is a cumulative project based on your growth as an IB student from MYP 1-5 so reflecting on the Global Context and Learner Profile is AS important as the reflection on your product, ATL Skill development, and content knowledge
  • start planning your report early
  • explore the ATL page and make sure you are showing excellent reflective skills
  • ask your Supervisor to read and provide feedback at least two weeks before the submission
  • aim to print your report at least two or three days before it is due​

Report checklist: Reflection

Grade Boundary Guidelines Descriptor
1 1-5 Produces work of very limited quality. Conveys many significant misunderstandings or lacks understanding of most concepts  and contexts. Very rarely demonstrates critical or creative thinking. Very inflexible, rarely using knowledge or skills.
2 6-9 Produces work of limited quality. Expresses misunderstandings or significant gaps in understanding for many concepts  and contexts. Infrequently demonstrates critical or creative thinking. Generally inflexible in the use of knowledge and skills, infrequently applying knowledge and skills.
3 10-14 Produces work of an acceptable quality. Communicates basic understanding of many concepts  and contexts, with occasionally significant misunderstandings or gaps. Begins to demonstrate some basic critical and creative thinking. Is often inflexible in the use of knowledge and skills, requiring support even in familiar classroom situations.
4 15-18 Produces good-quality work. Communicates basic understanding of most concepts  and contexts with few misunderstandings and minor gaps. Often demonstrates basic critical and creative thinking. Uses knowledge and skills with some flexibility in familiar classroom situations, but requires support in unfamiliar situations.
5 19-23 Produces generally high-quality work. Communicates secure understanding of concepts  and contexts. Demonstrates critical and creative thinking, sometimes with sophistication. Uses knowledge and skills in familiar classroom and real-world situations and, with support, some unfamiliar real-world situations.
6 24-27 Produces high-quality, occasionally innovative work. Communicates extensive understanding of concepts and contexts. Demonstrates critical and creative thinking, frequently with sophistication. Uses knowledge and skills in familiar and unfamiliar classroom and real- world situations, often with independence.
7 28-32 Produces high-quality, frequently innovative work. Communicates comprehensive, nuanced understanding of concepts and contexts. Consistently demonstrates sophisticated critical and creative thinking. Frequently transfers knowledge and skills with independence and expertise in a variety of complex classroom and real-world situations.

 

 
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