Personal Project Assessment Criteria

 

Criterion A: Investigating

Maximum: 8

 

In the Personal Project, students should:

i.  define a clear goal and global context for the project, based on personal interests

ii.  identify prior learning and subject-specific knowledge relevant to the project

iii.  demonstrate research skills

 

Achievement            Level

Level Descriptor

Possible demonstration of ATL Skills

Task-specific clarifications 

0

The student does not achieve a standard described by any of the descriptors below.

 

1-2

The student is able to:

i.  state a goal and context for the project, based on personal interests, but this may be limited in depth or accessibility

ii.  identify prior learning and subject-specific knowledge, but this may be limited in occurrence or relevance

iii.  demonstrate limited research skills.

• Collect and record data/sources. 

• Access information to be informed and inform others through the project. 

• The student states a goal that is unrealistic or shallow which does not have a clear connection to personal interests or the stated global context. 

• States some prior learning relevant to the project

• Few or inappropriate sources have been researched and recorded. 

  • There is little if any evaluation of sources’ reliability or relevance.

  • The bibliography is inappropriate, inconsistent and/or not used in the project report.

  • There is little evidence of other appropriate research skills.

3-4

The student is able to:

i.  outline a basic and appropriate goal and context for the project, based on personal interests

ii.  identify basic prior learning and subject-specific knowledge relevant to some areas of the project

iii.  demonstrate adequate research skills

• Collect, record and verify data/sources. 

• Find information specific to and surrounding the project, using a variety of media. 

• Process data and report results. 

• Take effective notes during project development 

• The student outlines a simple or easily-achievable goal that identifies a relevant global context. 

• Outlines prior learning relevant to some aspect of the project.

• A range of sources have been researched and recorded.

• Specific sources selected for the project are evaluated for reliability or relevance.

• The bibliography is consistent and used in the project report.

• There is some evidence of appropriate research skills.

​

5-6

The student is able to:

i.  define a clear and challenging goal and context for the project, based on personal interests

ii.  identify prior learning and subject-specific knowledge generally relevant to the project

iii.  demonstrate substantial research skills

 

Collect, record, verify, and use a range of sources/data. 

• Identify primary and secondary sources. 

• Compare, contrast and draw connections among resources. 

• Seek a range of perspectives from multiple and varied sources to inform the project. 

• Make connections between various sources of information, prior knowledge and subject- specific knowledge. 

• Construct a bibliography according to recognized conventions appropriate for the task.   

 

Based on personal interest, the student defines a clear goal that:

• explains what make the goal personally challenging

• details the goal’s relationship to a relevant Global Context

 

Describes with appropriate detail prior learning relevant to the project.

 

• An appropriate range of sources and variety of source types have been researched.   

• Specific sources selected for the project are evaluated effectively for reliability and relevance.

• The bibliography is appropriate, consistent, and used effectively in the project report.

• There is consistent evidence of appropriate research skills.

7-8

The student is able to:

i.  define a clear and highly challenging goal and context for the project, based on personal interests

ii. identify prior learning and subject-specific knowledge that is consistently highly relevant to the project

iii.  demonstrate excellent research skills

•Collect and analyse data to identify solutions and make informed decisions to further the project. 

• Create references and citations, use footnotes/ endnotes and construct a bibliography according to recognized conventions. 

• Locate, organize, analyse, evaluate, synthesize and ethically use information from a variety of sources and media (including digital social media and online networks). 

• Use critical-literacy skills to analyse and interpret information. 

• Understand the impact of media representations and modes of presentation when analysing information. 

• Demonstrate awareness of media interpretations of events and ideas (including digital social media). 

• Understand and implement intellectual property rights 

Based on personal interest, the student defines a clear goal that 

• justifies the goal as highly challenging

• meaningfully relates to a global context

 

Analyses the relevance and contribution of prior learning to the project.

• An extensive range of sources and variety of source types have been researched.

• Sources are consistently and effectively evaluated for their reliability and relevance.

• The bibliography is appropriate, consistent and used with sophistication in the project.

• There is extensive evidence of a broad range of research skills.

 

 

Criterion B: Planning

Maximum: 8

 

In the Personal Project, students should:

i.  develop criteria for the product/outcome

ii.  plan and record the development process of the project

iii.  demonstrate self-management skills

 

Achievement Level

Level Descriptor

Possible demonstration of ATL Skills

Task-specific clarifications 

0

The student does not achieve a standard described by any of the descriptors below.

 

1-2

The student is able to:

i.  develop limited criteria for the product/outcome

ii.  present a limited or partial plan and record of the development process of the project

iii.  demonstrate limited self-management skills

•Set goals. 

• Keep a basic log or timeline planning for the project. 

• Manage time and effort for short periods of time. 

 

Criteria that: 

• are basic and/or have some connection to the product/outcome

 

A brief plan that is not specific to the stated goal with a minimal outline of the development process

 

A brief account of: 

• basic or inconsistent time and/or task management 

• affective skills practised through the project

3-4

The student is able to:

i.  develop adequate criteria for the product/outcome

ii.  present an adequate plan and record of the development process

iii.  demonstrate adequate self-management skills

•Set goals that are challenging and realistic. 

• Plan short- and long-term milestones; meet deadlines. 

• Keep an organized and logical system of information.

• Practise strategies to overcome distractions. 

• Practise dealing with disappointment and unmet expectations. 

 

Criteria that: 

• start to consider the qualitative elements of the product/outcome 

• outline how their success might be observed

 

A plan that includes: 

• long-term planning which is not broken down to specific steps 

• vague connections to the student’s project • very general dates and deadlines 

 

The record of the development process includes:

 • a general and/or fragmented explanation of the process that does not clearly correspond to the plan.

 

A description of: 

• appropriate time and task management which show some independence 

• affective skills practised through the project 

• use of another self-management skill

5-6

The student is able to:

i.  develop substantial and appropriate criteria for the product/outcome

ii.  present a substantial plan and record of the development process

iii.  demonstrate substantial self-management skills

•Organize time and energy for a sustained period of time. 

• Keep and use a weekly planner for milestones. 

• Practise strategies to develop mental focus. 

• Practise analysing and attributing causes for failure. 

• Practise managing self-talk and positive thinking. 

• Practise dealing with change throughout the project. 

 

Criteria that are: 

• realistic and relevant to the product/outcome 

• informed by research 

• qualitative and/or quantitative, as appropriate.

 

A plan that includes: 

• short and long term planning that has not been broken down into specific steps 

• clear connections to the student’s project • specific dates and deadlines 

 

The record of the development process includes: 

• an explanation of the process from start to finish that corresponds to the plan 

• changes that are stated but not justified

 

An explanation of: 

• effective and often independent time and task management 

• affective skills practised through the project 

• effective use of other self-management skills

 

7-8

The student is able to:

i.  develop rigorous criteria for the product/outcome

ii.  present a detailed and accurate plan and record of the development process

iii.  demonstrate excellent self-management skills

• Make plans that are logically sequential and efficient. 

• Demonstrate persistence and perseverance. 

• Use appropriate strategies for organizing complex information. 

• Select and use technology effectively and productively. 

• Practise “bouncing back” after adversity, mistakes and failures. 

 

Criteria that: 

• clearly define the specific characteristics of a high quality product/outcome 

• explicitly informed by highly-relevant research 

• justified, specific and multidimensional

 

A plan that includes: 

• short- and long-term planning broken down into detailed, logical steps 

• have a strong focus to the student’s project 

• specific dates, deadlines and clear records of adjustment to the project’s timeline 

 

The record of the development process includes: 

• a comprehensive account of the process from start to finish that corresponds closely to the plan 

• changes that are clearly described and justified

 

A justification of: 

• strengths and limitations for effective and independent time and task management 

• affective skills practised through the project 

• highly effective use of other self-management skills

 

 

 

Criterion C: Taking Action 

Maximum: 8

 

In the Personal Project, students should:

i.  create a product/outcome in response to the goal, global context and criteria

ii.  demonstrate thinking skills

iii.  demonstrate communication and social skills

 

Achievement Level

Level Descriptor

Possible demonstration of ATL Skills

Task-specific clarifications

0

The student does not achieve a standard described by any of the descriptors below.

 

1-2

The student is able to:

i.  create a limited product/outcome in response to the goal, global context and criteria

ii.  demonstrate limited thinking skills

iii.  demonstrate limited communication and social skills

•Identify problems.

•Present one perspective.

•Draw simple conclusions.

•Consider ideas and possible solutions.

• Organize information

•Structure report following advice

• Establish communication with supervisor 

 

• a poorly rendered/ largely unachieved product/outcome 

 

• an outline of how the student achieved the project’s goal, connected it with the global context, creating a product/outcome that has little if any reference to the criteria for its success

 

Outline of: 

• critical and/or creative thinking skills relevant to the project 

 

Outline of: 

• limited or irrelevant interaction with people involved in the project 

• little collaboration with those relevant to the project (if appropriate to the project). 

 

A report that lacks clarity and coherence and/or does not follow the required structure

3-4

The student is able to:

i.  create a basic product/outcome in response to the goal, global context and criteria

ii.  demonstrate adequate thinking skills

iii.  demonstrate adequate communication and social skill

•Practise observing carefully in order to recognize problems.

•Gather information strictly relevant to the project.

•Draw reasonable conclusions and generalizations.

•Evaluate and manage risk.

•Consider ideas from multiple perspectives.

•Identify obstacles and challenges.

•Use brainstorming and visual diagrams to generate new ideas and inquiries.

• Organize and depict information logically

•Maintain communication with people relevant to the project

•Work with others within clear expectations

•Read critically and for comprehension 

•(Give and) receive feedback

• a simple product/outcome 

 

• a description of how the student achieved the project’s goal and connected it with the global context, creating a product/outcome with some reference to the criteria for its success

 

Description of: 

• critical and creative thinking skills appropriate to the project 

• transfer of some learning from the research that helps to achieve the project’s goal

 

Description of: 

• interaction with some people relevant to the project  working effectively with others (if appropriate to the project). 

 

A report that is occasionally clear and coherent and that partially follows the required structure

5-6

The student is able to:

i.  create a substantial product/outcome in response to the goal, global context and criteria

ii.  demonstrate substantial thinking skills

iii.  demonstrate substantial communication and social skill

•Interpret data useful to the project.

•Test generalizations, hypotheses and conclusions.

•Revise understanding based on new information and evidence.

•Make guesses, ask “what if” questions.

•Apply existing knowledge to generate new ideas, products or processes.

•Consider multiple alternatives, including those that might be unlikely or impossible.

•Make connections between subject groups,prior learning and experiential learning.

•Combine knowledge, understanding and skills to create products or solutions.

•Participate in, and contribute to, digital social media networks.

•Read a variety of sources for information.

•Communicate information and ideas effectively to audiences using a variety of media and formats.

•(Give and) Act meaningfully on feedback received.

If applicable for the product/outcome:

•Delegate and share responsibility for decision making.

•Help others to succeed.

•Share ideas, collaborate and build relationships with peers and experts using a variety of digital environments and Media.  

• a good quality product/successful outcome 

 

• an explanation of how the student achieved the project’s goal and connected it with a global context, creating a product/outcome with clear reference to the criteria for its success

 

Explanation of: 

• critical and creative thinking skills appropriate to the project 

• transfer of learning from the research to generate new ideas or solve problems that help to achieve the project’s goal 

 

Explanation of: 

• effective interaction with those relevant to the project using appropriate modes of communication 

• working effectively with others (if appropriate to the project). 

 

A report that is mostly clear and coherent and that follows the required structure

7-8

The student is able to:

i.  create an excellent product/outcome in response to the goal, global context and criteria

ii.  demonstrate excellent thinking skills

iii.  demonstrate excellent communication and social skill

•Evaluate evidence, arguments and propositions.

•Recognize unstated assumptions and bias.

•Develop contrary or opposing arguments.

•Analyse complex concepts and contexts into their constituent parts and synthesize them to create new understanding.

•Use models and simulations to explore complex systems and issues.

•Troubleshoot systems and applications.

•Create original works and ideas; use existing works and ideas in new ways.

•Practise flexible thinking—develop multiple opposing, contradictory and complementary arguments.

•Create novel solutions to authentic problems.

•Make unexpected or unusual connections between objects and/or ideas.

•Apply skills and knowledge in unfamiliar situations.

•Change the context of an inquiry to gain different perspectives.

•use intercultural understanding to interpret communication.

•Use appropriate forms of writing and speaking for different purposes and audiences.

•Use and interpret a range of terms and symbols.

•Paraphrase accurately and concisely.

•Preview and skim texts to build understanding.

•Work effectively with experts and/or supervisors.

•Listen actively to other perspectives and Ideas.

If applicable for the product/outcome:

•Encourage others to contribute.

•Negotiate effectively.

•Build consensus.

•Exercise Leadership and take on a variety of roles within groups

•Make fair and equitable decisions.

•Manage and resolve conflict and work Collaboratively.

•Interpret and use effectively modes of non-verbal communication. 

• a high-quality product/ highly-successful outcome 

• an analysis and evaluation of how the student achieved the project’s goal and connected it with a global context, creating a product/outcome that comprehensively meets the criteria for its success

Analysis and evaluation of: 

• critical and creative thinking skills appropriate to the project 

• transfer of learning from the research to generate new ideas or solve problems that help to achieve the project’s goal

 

Analysis and evaluation of: 

• valuable ongoing essential interaction with those relevant to the project using a variety of appropriate modes of communication 

• working effectively with others (if appropriate to the project) 

 

A report that is consistently clear, coherent and effectively (or creatively) follows the required structure

 

 

Criterion D: Reflecting

Maximum: 8

 

In the Personal Project, students should:

i.  evaluate the quality of the product/outcome against their criteria

ii.  reflect on how completing the project has extended their knowledge and understanding of the topic and global context

iii.  reflect on their development as IB learners through the project

 

Achievement Level

Level Descriptor

Possible demonstration of ATL Skills

Task-specific clarifications 

0

The student does not achieve a standard described by any of the descriptors below.

 

1-2

The student is able to:

i.  present a limited evaluation of the quality of the product/outcome against his or her criteria

ii  present limited reflection on how completing the project has extended his or her knowledge and understanding of the topic and the global context

iii.  present limited reflection on his or her development as an IB learner through the project

 

The evaluation outlines the quality of the product/outcome against some of the stated criteria

 

The reflection states at least one way the student has extended his or her knowledge and understanding of the topic and/or the global context, with no examples

 

The reflection that states at least one way the student has developed as an IB learner without using examples

3-4

The student is able to:

i.  present a basic evaluation of the quality of the product/outcome against his or her criteria

ii  present adequate reflection on how completing the project has extended his or her knowledge and understanding of the topic and the global context.

iii.  present adequate reflection on his or her development as an IB learner through the project

 

The evaluation describes the quality of the product/outcome against some of the stated criteria

 

The reflection outlines ways in which the student has extended his or her knowledge and understanding of the topic and the global context, using some examples

 

The reflection outlines ways the student has developed as an IB learner using some examples

5-6

The student is able to:

i.  present a substantial evaluation of the quality of the product/outcome against his or her criteria

ii  present substantial reflection on how completing the project has extended his or her knowledge and understanding of the topic and the global context

iii.  present substantial reflection on his or her development as an IB learner through the project

 

The evaluation explains the quality of the product/outcome against most of the stated criteria.

 

The reflection explains how the student has extended his or her knowledge and understanding of the topic and the global context, using specific and well-chosen examples

 

The reflection explains how the student has developed as an IB learner using specific, well-chosen examples

7-8

The student is able to:

i.  present an excellent evaluation of the quality of the product/outcome against his or her criteria

ii  present excellent reflection on how completing the project has extended his or her knowledge and understanding of the topic and the global context

iii.  present excellent reflection on his or her development as an IB learner through the project

 

The evaluation analyses the quality of the product/outcome against all the stated criteria. 

 

The reflection evaluates how the student has extended his or her knowledge and understanding of the topic and the global context, using meaningful examples, detailed descriptions and insightful explanations

 

The reflection justifies how the student has developed as an IB learner using specific, well-chosen examples