THE YORK SCHOOL
IB MYP
PERSONAL PROJECT
STUDENT HANDBOOK
Name …………………………………………………..………………………………………………
Homeroom Teacher….................................................................Room……………
Mentor…….………………………………………………………………………………….…………
TYS Personal Project 2009
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TYS Personal Project 2009
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Student Due Dates 2009
document submissions
Date
What/where
Who is involved
Jan 31
Presentation to grade 9 parent and students in Drama Rm
- process and timelines
Feb mid
Student preparation Brainstorming and Topic Development
Students, Parents, Grade 10 Personal
Project leader and MYP Coordinator
(Eric Robertson)
Students, Gin,
Feb 27
Focused Topic, Guiding Question due and collected in
homeroom
Students
By Mar 12
A viable project and a focused guiding question
developed
Student – Mentor Pairings finalized and announced.
Students and Faculty
By Apr 9
1st student-mentor meeting
Sharing of topic selection and Choosing technique
Student and mentor
By April 29
2nd student – mentor meeting
Research plans due
Student and mentor
May 4-8
Challenge Week
Challenge Week presentations to school community
Students
Students
June
Progress report mailed to parents
Mentor
SUMMER VACATION
Students are expected to complete the majority of their
personal project so they can begin writing the report in
the fall
3rd meeting
- Students should have project completed/near
completion and submit evidence to mentor
Students
By March 31
By Sept 30
By Oct 16
4th meeting
Student and mentor
“
PERSONAL PROJECT COMPLETE
-
By Nov 6
Nov 26
Dec 11
Students start writing and organizing the report;
introduction and description of process sections
5th meeting
- Draft 1 completed and submitted to mentor
“
6th meeting
- Revisions of draft & preparation for presentation
Showcase of personal projects to TYS community
“
and other adults
to make suggestions to draft
Students, Faculty, Parents
Final submission of personal project report (1paper copy)
electronic copy, process journal, and evidence
collected/shown in homeroom.
Students
TYS Personal Project 2009
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CONTENTS
h
Page
I.
Introduction – What is the Personal Project?
Components of the Personal Project
II.
Process Journal
III.
Stages of the Personal Project
5
7
Stage 1 INVESTIGATE
8
Stage 2 DESIGN
16
Stage 3 PLANNING
18
Stage 4 CREATING the PERSONAL PROJECT
21
Stage 5 EVALUATING and REFLECTING
22
IV.
Resources
24
V.
Personal Project Showcase
25
APPENDICES
A.
Areas of Interaction in the Personal Project
26
B.
Compiling a Bibliography
27
C.
Assessment
30
Produced by Personal Project Leader, H.Gin,
2004,2006,2009 (revised)
Revised by Alison Hunter, 2007
The Student Personal Project Handbook is found on Library Blackboard  Personal Project.
Proposals, plans, report to submit
TYS Personal Project 2009
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I. Introduction to the Personal Project
What?

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A major piece of work of your own initiative
on style and
and basedJess’s
on yourQuilt
learning
experiences.
It should be based on one or two area of
interaction (Human Ingenuity, Environment,
Community and Service, Health and Social)
and Approaches to learning
It is not necessarily linked to a specific
subject area.
You are expected to spend approximately 40
hours completing the personal project over
10 months
The personal project is a passing
requirement of the MYP Certificate.
You need to achieve a minimum level 3 (out
of 7) to be eligible for the MYP certificate .
How?
Who? As a grade 9-10 student following
the International Baccalaureate’s
MiddleYears Programme (MYP) you must
complete a personal project.
Why?






You can choose your own topic.
You will have a mentor to guide you
The personal project is your way of
demonstrating an understanding of the
Areas of Interaction (AoI). So you need
to choose a topic that will allow you to
do this. Your project will be designed
around at least one A of I.
The MYP Coordinator and Personal
Project Leader as well as your mentor
will help ensure that your research
question is realistic.
Your topic should be worded as a
focused question, such as, ‘How can I
use my creativity for a global cause?’


It enables you to use a combination of skills
developed in the various MYP subjects, and
through approaches to learning to
demonstrate that you have developed
effective independent learning skills.
It prepares you to work with greater
independence in the IB diploma program
Allows you to be creative.
How can I strengthen relationships and
connections to my family through
independently making a quilt? by Loren Cohen
TYS Personal Project 2009
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Types of Personal Projects*

An original work of art (visual, dramatic, musical)

A developed business plan, special event, fundraising event or the establishment of a
student or community organization

A piece of creative writing (literary fiction)

An original science experiment

An invention or specially designed object or system

A written composition on a special topic (social, psychological, historical, etc.)
Components of the Personal Project
1.
Process Journal - maintained on your laptop in a folder, or a paper copy
2.
Personal Project Product - an item/object made, skill learned, time serviced, etc.
3.
Personal Project Report - a written reflection moderated externally by IBO
4.
Presentation of Personal Project - to parents, peers, TYS faculty
TYS Personal Project 2009
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II.
Process Journal
Maintain a process journal containing all your thoughts, decisions and actions. This
document allows you to record your progress as you work on the project. It should be
completed honestly and regularly to show how your project is developing. The process
journal will also help you as you write the various sections of the report.
*Adapted from MYP Personal Project Guidelines, Jan 2004
The process journal should be written in each of the following
stages of your personal project: Investigate, Design, Plan,
Create and Evaluate.
The process journal will be collected along with your written report on the due
date for submission – December 11, 2009
The process journal is your account of the progress you make with the personal project.
It is about:







What you are doing at that moment
What you are thinking
What you are accomplishing
How you are coping with each of the different stages of your project
How well you are dealing with problems and what you are learning about yourself as a
result
What makes you happy, annoyed, angry, nervous, disappointed, proud
It needs not contain only written material, you can use pictures, photos, sketches,
checklists, recordings, anything which provides evidence of your planning and progress
For example:
Date
Thoughts/plans/challenges/decisions/accomplishments Materials/Sources
consulted
TYS Personal Project 2009
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III.
STAGES OF THE PERSONAL PROJECT
1a)
INVESTIGATE
BRAINSTORMING
Part I:
General Interests - try combinations
 law
 politics/government
 children/education
 research
 languages
 travel
 decorating
 public speaking/lobbying
 health/medicine
 nature/environment
 religion/spiritual/philosophy
 current issues/events
 news/journalism
 problem solving/inventions
 safety/security/law enforcement
 counseling/mediation/psychology
 diversity
 future scenarios/past events
 drama/dance/performance
 costuming/set design
 film/video
 computers/software/technology
 cultures/languages
 building/construction/architecture
 design/art/photography
 service/organizations
 books/creative writing/persuasion
 crafts/hobbies/collections
 sports/recreation/games/fitness
 marketing/business
 broadcasting/communications
 culinary arts/nutrition
 military/weapons/war
 transportation/flight
 music/composition/performance
 fashion
 genealogy
 event planning
 ethics
 animals
 anatomy
 chemistry/biology/physics
 statistics/math/logic
TYS Personal Project 2009
 other _______________
Product Ideas
Your Personal Project must result in tangible
evidence (a Product) that you have used your
knowledge and skills in a creative, individual and
appropriate way. Circle all the ideas below that may
interest you as your Product.





Demonstration
Video/DVD
Display/Visual
Computer product
Research report

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

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Mural
Simulation
Original Music
Debate
Proposal/plan
Craft
Design
Club

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
Speech
Experiment
Event
Prototype
Performance





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Original Writing
Photo Essay
Model
Collection
Composition
Game
Audiences
(Who else would have an interest in your work?)

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classmates
special interest group
general public
decision maker
family
small group
teachers
individual
competition
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STAGE 1 INVESTIGATE
Part II:
Is there anything that you want to learn more about? That you’ve always wondered about? Are
fascinated by?
Is there anything that you’ve always wanted to learn to do?
What are you interested in finding out about yourself?
What challenge would you be willing to take?
Have you traveled anywhere that changed your view of life? Where did you go?
Have you ever experienced anything that changed your view of life? What was that experience?
If you could go anywhere (country, city, building, behind the scenes) where would it be?
If you could meet anyone, who would it be?
Is there any deceased person that you wish that you had met? Who and why?
Is there something in your culture/heritage to investigate, bring attention to, celebrate?
Part III:
Do you have future aspirations? Describe them.
Do you have any hobbies? What are they?
Do you play any sports? Which ones?
Do you participate in any competitive activities? What are they?
TYS Personal Project 2009
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STAGE 1 INVESTIGATE
Do you play any musical instruments? Which ones?
If you don’t play any musical instruments, would you like to play any? Which ones?
Have you developed any skills that you could use in your personal project? What are they?
What are your major personal accomplishments? Why do you consider them accomplishments?
Do you belong to any clubs, community organizations etc. that could be incorporated into your
personal project? Which ones?
NOW READ ALL THAT YOU HAVE WRITTEN AND SEE IF YOU CAN MAKE MORE PROGRESS IN
FINDING A SPECIFIC TOPIC FOR YOUR PERSONAL PROJECT. YOU MAY WANT TO DO THIS BY 1.
USING A MIND MAP VIA INSPIRATION OR BY HAND 2. WRITE OUT ANSWERS ON LAPTOP OR
BY HAND.
1.
2.
3.
4.
5.
6.
7.
8.
Eliminate (cross out) any repetitive ideas
Eliminate any ideas that you really are NOT interested in pursuing
Put together any similar ideas
How can you relate your ideas to an Area of Interaction? Which one? Or two?
Consider how relevant the ideas are to real life (are they doable?)
Consider the ideas most meaningful to you. Consider what, of yourself, you can
bring to your ideas.
Can you formulate any questions about your ideas? Take a point of view?
Is your idea “researchable, interesting, realistic?
BY NOW YOU SHOULD HAVE A MORE DIRECTED TOPIC FOR YOUR PERSONAL PROJECT. DO
YOU HAVE ONE? WHAT IS IT?
MAINTAIN A RECORD OF YOUR BRAINSTORMING IN YOUR PROCESS JOURNAL
Contributed by L. Gilbert, Librarian, The York School. 2004.
TYS Personal Project 2009
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STAGE 1 INVESTIGATE
1b) Areas of Interaction as lenses to your Personal Project
Use this page to brainstorm how you could use each AOI to develop your ideas.
Approaches to learning
Topic
Human Ingenuity
Health and social
education
Community
And service
Environment
From James Armstrong, Turner Fenton secondary school, 2008
TYS Personal Project 2009
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STAGE 1 INVESTIGATE
1c)
Focusing a topic to a guiding question
WRITING THE GUIDING QUESTION
A good guiding question is characterized by the following:
i)
ii)
iii)
iv)
v)
that prompts students to ask more questions
has multiple answers
ensures students learn content and do research
promotes deep thinking about an area of interaction
not easily answered
Examples:
Topic
Safety
Poverty
Sport Violence
Guiding Question
‘How can I better design traffic flow around
my school?’
‘How can I help reduce poverty in my city?’
‘How can I bring awareness to soccer violence
and how can this be reduced?’
THROUGH YOUR PERSONAL PROJECT YOU MUST ANSWER THE
GUIDING QUESTION YOU CHOOSE.
TYS Personal Project 2009
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STAGE 1 INVESTIGATE
MYP PERSONAL PROJECT 2009 PROPOSED TOPIC
THIS MUST BE COMPLETED AND TURNED IN TO YOUR HOMEROOM TEACHER BY Feb 25th
Name______________________________ HR class ________ Approval / Revisions needed
1.
My topic/area of interest is:
_____________________________________________________________________
2.
Briefly explain what inspired you to choose this topic.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3.
4.
Check applicable AOI
Environment
Health and Social Education
Community and Service
Human Ingenuity
My guiding question is: (be as clear as possible).
_____________________________________________________________________
_____________________________________________________________________
5.
Briefly explain how the above AOI(s) will be the focus of your project and how your guiding
question is connected.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Student signature______________________ MYP faculty signature ______________
TYS Personal Project 2009
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STAGE 1 INVESTIGATE
1d) Collecting resources
Ask yourself the following questions:
1.
2.
3.
4.
5.
6.
7.
8.
What kind of information do I need to research?
Who has information about my topic? How do I contact people?
Where do I find the necessary material?
Do I need to go to libraries other than the school library?
Do I need to interview individuals?
Do I have to carry out my own experiments?
Do I need to prepare, circulate and analyze surveys/questionnaires?
Do I need to visit a museum? Gallery?
Gathering the Necessary Material and Research
When you have found a source of information and/or inspiration, you will have to
decide how useful it is. The list of sources in your report should only include those
you have actually used. Annotate these resources
Always write down all the information needed for your annotated bibliography. For example:
o A book, journal, internet site: see appendix B: Compiling a Bibliography
o An interview: record date of interview, name, address, title of person
o A work of art: record name, artist, location of gallery/museum
o An experiment: apparatus, circumstances
Remember to keep your personal project
goal in mind. This will help you to select
what is useful and relevant.
*Adapted from MYP Personal Project Guidelines, Jan. 2004
TYS Personal Project 2009
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STAGE 1 INVESTIGATE
1d) COLLECTING RESOURCES
Keep this worksheet in your files/binder - it will help when you are writing your report!
Questions:
Y/N
Which resource
addresses my guiding
question, AoI,
Have I collected a variety of resources?
(at least 1 print source, 1 website, 1 interview)
List:
Are the resources enough to answer my question?
Do the resources support the area of interaction(s)
What changes could I make in my design(planning) and
research to attain better results?
TYS Personal Project 2009
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STAGE 2 DESIGNING THE PERSONAL PROJECT
After collecting and analyzing resources you are now in a position to make decisions about the
best way to carry out your personal project.
Consider a table weighing out the different options you could take evaluating the pros and cons
of each design option.
CHOOSING and APPLYING TECHNIQUES
Design/Technique
Pros
1
Cons
2
3
Decide which design/technique you will use and write an explanation why you chose it
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
What will my ideal Personal Project look like/be when it is completed?
____________________________________________________________________________________
____________________________________________________________________________________
TYS Personal Project 2009
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STAGE 3 PLANNING THE PERSONAL PROJECT
After your research you are ready to plan how you will carry out your Personal Project.
Step 1:
Make a chronological list of steps you will take
Step 2:
Prepare a list of materials/resources needed and where and how you
attain them (consider associated costs, people to consult and scheduling
challenges if applicable)
Step 3:
Prepare a time line showing what you will do at each step
Ie. A calendar or table itemizing action plans/anticipated results
Step 4:
Include back up plans/alternatives should changes need to be made
*Contributed by Dianne Dowman, MYP Design Cycle, 2008.
TYS Personal Project 2009
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STAGE 3 PLANNING
Planning and Development Worksheet : due April 29
You must complete this worksheet and share it with your supervisor at the your first
meeting. At the end of the meeting both you and your supervisor will sign this sheet.
This is the first step of your project – to plan and to make a goal. Your goals and timelines may
change throughout the project somewhat, but it is important to state and explain clearly the
reasons for the changes in your process journal.
Topic:_______________________________________________________________________
Focused Guiding
Question/goal_________________________________________________________________
Area of Interaction (AoI): ________________________________________________________
Justify and explain how your chosen personal project fits into the above stated AoI and guiding
question
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Describe the process you will carry out to address your personal project guiding question
Outline a detailed plan and timeline of what you hope to achieve. (Recognize plans can
change, but only if there is a plan). You will want to take into account the deadlines that have
already been set by the school (see page 2 of this guide)
Plans
Approximate deadline
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
TYS Personal Project 2009
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STAGE 3 PLANNING
List all the resources needed to carry out your personal project (this includes print
sources, people, organizations, community services ).
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
THIS MUST BE COMPLETED AND SHARED WITH YOUR SUPERVISOR
BY THE SECOND MEETING DEADLINE
STUDENT SIGNATURE: ______________________________ DATE: ________________
MENTOR SIGNATURE:
TYS Personal Project 2009
_____________________________________________________
Page 19
TYS Personal Project 2009
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STAGE 4
CREATING the PERSONAL PROJECT
After research, choosing the best technique and planning you are now ready to create your
personal project.
Ask yourself the following:
o Have I written in my process journal regularly?
o Have I taken photographs (if applicable) at various steps?
o Have I attained all the materials that I need?
TYS Personal Project 2009
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STAGE 5 EVALUATING and REFLECTING
Writing the Personal Project Report
[Contents]
 I have a contents page with sections labeled introduction, description of research, process,
analysis of process, conclusion, bibliography, appendices (if applicable)
[Introduction] Written in future tense approximately 1 -1.5 pages
 I have clearly identified my goal within its context (i.e. WHY it is important), and some
background on my inspiration toward the chosen project.
 I have justified my choice of AoI focus
 I have written a detailed outline of the steps taken to achieve my guiding question, this includes
a variety of resources (at least 1 print, 1 website, 1 interview)
[Description of process] Written in past tense approximately 1.5 -2 pages
 I have described the possible techniques suitable to answering my guiding question and have
justified my choice/technique.
 I have described my process clearly (all production steps/components) referring back to my
plan in the introduction
[Analysis ] Divide into 2 sections research analysis and process analysis
 I have reflected on the resources collected (design stage) to attain my project goal and the AoI
chosen: emphasizing the value of the resources.
 I have considered if the AoI is well connected to the resources
 I have supported argument thoughtfully with evidence
 I have reviewed my goal: challenges and achievements
 I have reviewed the process (plan and doing phase): considered the timelines, ease /challenge of
‘doing’ : reliance upon others/experts, materials/equipment
 Review if your chosen AoI is effective in your project process
* Analysis is not description which is telling. Rather identifying factors that shaped the
idea/point. It can be comparing and contrasting. It may also be understanding the significance.
[Conclusion]
 I have analysed the outcome: the strengths or weaknesses in my final outcome/project?
 I have considered how to improve upon the project
 I have shared new insights gained about the project
[Bibliography]
 I have completed an annotated bibliography following a format outlined in appendix B
 I have correctly cited borrowed ideas in the text of my report
TYS Personal Project 2009
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[Personal engagement]
 I have organized my work logically and clearly
 I have met deadlines and made use of my process journal
 I have shown enthusiasm and commitment
The entire personal project report must be your descriptions, observations
analysis and viewpoints in your own words.
FIRST DRAFT DUE DATE
WRITING the SECOND DRAFT and SUBSEQUENT DRAFTS
Do not expect your first written version to suffice. Check your project with the
ASSESSMENT CRITERIA and YOUR MENTOR.
Have the first draft read by, for example, a peer, a parent, or your mentor and ask for
feedback. After consulting with one or all of the above persons you are ready to edit
your draft. Remember that this draft should be as complete as possible and follow the
structure outlined in section B of this booklet. The more editing the closer your report
will likely meet the assessment rubric
FINAL COPY – DUE DECEMBER 12, 2008
The written piece should include the following sections in the checklist following (and
not exceed 4000 words)
TYS Personal Project 2009
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IV.
Resources
Mentor Assignment and Role:
You will be assigned a mentor with whom you meet at least once every 4-6 weeks. Your
mentor will not necessarily be an expert in your topic. His/her role is to:
1.
Advise and guide you through the personal project through regular meetings.
2.
Make sure you understand the guidelines and that you are aware of the assessment
criteria which need to be met (Appendix C: Assessment).
3.
Read your process journal.
4.
Offer positive, constructive oral and written comments at each stage, using the personal
project assessment criteria as the basis for discussion.
5.
Assess your personal project based on the assessment criteria.
THE PERSONAL PROJECT, HOWEVER, IS YOUR RESPONSIBILITY.
Mentor-Student Meetings:
It is your responsibility to set up meetings (before school, during homeroom, at lunch,
afterschool) with your mentor before the deadline date. During these meetings you should
share your progress, as well as the obstacles in the planning, carrying out of the personal
project and the report. This should be done both verbally and with the process journal. He/she
may have helpful advice as you move forward in the personal project process. Always bring
this guidebook with you to meetings as well as the process journal (which will contain details
about your progress). You will need to have your mentor to sign your submitted documents.
Role of Parents
To provide support and encouragement during the personal project process:
- remind their child to meet with his/her supervisors by the defined due
dates.
- remind their child to submit the writing piece by December 12, 2009.
Parents are welcome, if difficulties arise, to contact the Personal Project leader or the MYP
coordinator.
TYS Personal Project 2009
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Personal Project Showcase
You will have an opportunity to showcase and celebrate your Personal Project with the York
School Community. Parents, Faculty, and other students will be invited to sample a collection
of Personal Projects November 25th 2009, in the evening 7-8 pm.
(before the submission of the written report)
Your Personal Project may be showcased in any form, for example, a movie/video, powerpoint
presentation, display board/photographs, skit.
It will take place in small groups of 5-6 students in designated rooms.
Your presentation should state your guiding question and describe your project, our inspiration,
connected AoI, highlighting the challenges and the rewards experienced. It will be
approximately 8 mins with a few min to answer questions.
TYS Personal Project 2009
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Appendix A
Areas of Interaction in the Personal Project
The Areas of Interaction
 are five common interactive global themes to be used across different subjects
 help us understand that real-world problems are solved using skills and concepts from a variety of
disciplines
 can be compared to lenses or foci through which students approach the different disciplines and
establish connections with real life issues
 are a starting point for the personal project
1. Approaches to learning
\





Intellectual discipline, attitudes, strategies and skills
Critical, coherent and independent thinking
Problem solving and decision making
“Learning how to learn”
Awareness of thought processes and their strategic use



How do I learn best?
How do I know?
How do I communicate my
understanding?
2. Community and service
 Understanding of communities and how they
organize themselves
 Community awareness and concern
 Sense of responsibility
 Skills development
 Active participation
 How do we live in relation to each other?
 How can I contribute to the community?
 How can I help others?
3. Environment




Awareness of people’s interdependence with the
environment
Development of responsible attitudes
Understanding of global environmental issues
Decision-making on environmental situations
 Where do we live?
 What resources do we have or need?
 What are my responsibilities?
4. Health and social education
 Skills and knowledge to make informed choices
 Reflection on health and social issues
 Development of responsibility for self and others
 How do I think and act?
 How am I changing?
 How can I look after myself & others?
5. Human ingenuity
 Understanding the evolution, processes and
products of human creation
 Appreciating human capacity to impact life
through creation, innovation, development and
transformation
 Exploring relationships between ethics, science,
aesthetics and technology


Why and how do we create?
What are the consequences?
Contributed by Eric Roberston, The York School, 2008
TYS Personal Project 2009
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Appendix B.1 Compiling a Bibliography
THE YORK SCHOOL
Bibliography Format
Recommended for the Personal Project
2008-09
All print and electronic sources (books, internet sites, people, papers, pictures/images, organizations etc.)
used to obtain research information must be listed in a bibliography. Traditionally, this list has been
called a “Bibliography,” and the term is still widely used. However, as this word really means a list of
books only, alternative names are: “Works Consulted,” “Sources,” “References”. f
The two formats most commonly used for research papers are the MLA (Modern Languages Association)
handbook for writers of research papers (6th ed.) or the APA (American Psychological Association)
publication manual (5th ed.) We are recommending that you use the APA format for citation, which is
slightly different from the one that is in your student planner.
AMERICAN PSYCHOLOGICAL ASSOCIATION (APA) FORMAT (5th Edition)
This crib sheet is a guide to the APA style, taken from the University of Minnesota at Crookston. It is not
intended to replace the Publication Manual of the American Psychological Association, 5th edition.
http://www.crk.umn.edu/library/links/apa5th.htm
However, these examples will assist you with your bibliographic citation. If you have any example of a
resource and you are unable to determine the proper citation format, please see Ms Gilbert for
assistance. You may also consult the library page in Blackboard using the Bibliography Format button.
There are links to style manuals which may help you.
Journal Article, One Author
Simon, A. (2000). Perceptual comparisons through the mind’s eye. Memory & Cognition, 23,
635-647.
Journal Article, Two Authors
Becker, M. B., & Rozek, S. J. (1995). Welcome to the energy crisis. Journal of Social Issues,
32, 230-343.
Magazine Article, one author
Garner, H. J. (1997, July). Do babies have a universal song? Psychology Today,102, 70-77.
Newspaper Article, No Author
Study finds free care used more. (1982, April 3). Wall Street Journal, pp. A1, A25.
Book, Two Authors
Strunk, W., & White, E. B. (1979). The elements of style (3rd ed.). New York: Macmillan.
Edited Book
Letheridge, S., & Cannon, C. R. (Eds.). (1980). Bilingual education. New York: Praeger.
TYS Personal Project 2009
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Entry in an Encyclopedia
Imago. (2000). In World Book Encyclopedia (Vol. 10, p. 79). Chicago: World Book Encyclopedia.
Report from a Private Organization
Kimberly-Clark. (2002). Kimberly-Clark (Annual Report). Dallas, TX: Author.
Videotape
Mass, J. B. (Producer), & Gluck, D. H. (Director). (1979). Deeper into hypnosis. (Motion picture).
Englewood Cliffs, NJ: Prentice Hall.
Electronic Formats
Internet Article Based on Print Source
The citation is done as if it were a paper article and then followed by a retrieval statement that
identifies the date retrieved and source.
Sahelian, R. (1999, January). Achoo! Better Nutrition, 61, 24. Retrieved September 17, 2001,
from Academic Index.
Web Page with Private Organization as Author
Midwest League. (2003). Pitching, individual records. Retrieved October 1, 2003, from
http://www.midwestleague.com/indivpitching.html
Chapter or Section in an Internet Document
Thompson, G. (2003). Youth coach handbook. In Joe soccer. Retrieved September 17, 2001, from
http://www.joesoccer.com/menu.html
Web page, Government Author
Wisconsin Department of Natural Resources. (2001). Glacial habitat restoration areas.
Retrieved September 18, 2001,
from http://www.dnr.state.wi.us/org/land/wildlife/hunt/hra.htm
Personal Communications
Personal communications may be things such as email messages, interviews, speeches, and
telephone conversations.
Because the information is not retrievable they should not appear in the reference list. They should
look as follows: Example: J. Burnitz (personal communications, September 20, 2000) indicated that
.… or In a recent interview (J. Burnitz, personal communication, September 20, 2000) I learned that
….
TYS Personal Project 2009
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Reference Citations in Text (also called in-text references)
To refer to an item in the list of references from the text, an author-date method should be used. That is,
use the surname of the author (without suffixes) and the year of the publication in the text at appropriate
points. The full bibliographic information should be provided in your bibliography.
Example: Researchers have indicated that more is expected of students in higher education (Hudson,
2001) and secondary education (Taylor & Hornung, 2002).
One author
Issac (2001) indicated in his research..
In a recent study, research indicates (Isaac, 2001)
Two or more authors
When a work has two authors, always cite both names every time the reference occurs. For works with
three, four, or five authors, cite all authors the first time the reference occurs. In subsequent citations,
include only the last name of the first author followed by et al.
When a work has no authors
Cite in text the first few words of what appears first for the entry on the list (usually the title) and the year.
Specific parts of a source
(Yount & Molitor, 1982, p. 19)
(Cooper, 1983, chap. 4)
Works with no author
(“New Student Center,” 2002)
Electronic sources
To cite a specific part of a source, indicate the page, chapter, figure, table, or equation at the appropriate
point in text. Always give page numbers for quotations . Note that the words page and chapter are
abbreviated in such text citations:
(Cheek & Buss, 1981, p. 332)
(Shimamura, 1989, chap. 3)
For electronic sources that do not provide page numbers, use the paragraph number, if available,
preceded by the paragraph symbol or the abbreviation para. If neither paragraph nor page numbers are
visible, cite the heading and the number of the paragraph following it to direct the reader to the location of
the material
(Myers, 2000)
(Beutler, 2000, Conclusion section, para. 1)
If none of the above information can be discerned, provide author and date of website.
TYS Personal Project 2009
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Appendix C Assessment
The personal project will be assessed in the following manner:
1.
The personal project supervisor will provide feedback on the progress of the personal project in the
June report in the 9th grade and the November report in 10th grade. The supervisor will also assess
the final copy before submission to the personal project leader and MYP coordinator.
2.
A team of faculty members will meet and standardize the assessment of the personal project.
3.
From this standardization process, a selection of personal projects will be sent away to the IBO for
moderation.
4.
The final grade achieved for the personal project will be reported on the 10th grade final report card
in June 2010.
Personal Project Grade boundaries
The boundaries in parenthesis represent the total sum of the 7 criteria (A-G)
Personal Project Grade Descriptors
Grade 1
(0-5)
Very Poor
Very poor achievement of objectives in terms of the personal
project.
Grade 2
(6-9)
Poor
Poor achievement of objectives in terms of the personal
project objectives.
Grade 3
(10-13)
Limited
Limited achievement in terms of most of the Personal
project objectives. The student demonstrates a limited
understanding of the required knowledge and skills needed in
meeting project objectives.
Grade 4
(14-16)
Satisfactory
Satisfactory understanding of the required knowledge and skills
in meeting the objectives of the personal project with occasional
evidence of analysis, synthesis and evaluation.
Grade 5
(17-21)
Good
Good general understanding of the required knowledge and skills
in meeting the objectives of the personal project, showing a good
general evidence of analysis, synthesis and evaluation with
occasional demonstration of originality and insight.
Grade 6
(22-24)
Very Good
Very good evidence of consistent analysis, synthesis and
evaluation. Consistent and thorough understanding of the
required knowledge and skills in meeting the objectives of the
Personal Project are demonstrated. Originality and insight are
shown in the work.
Grade 7
(25-28)
Excellent
Excellent demonstration of a consistent and thorough
understanding of the required knowledge and skills in meeting
the objectives of the personal project. The student’s work shows
almost faultless evidence of analysis, synthesis and evaluation
while providing originality and insight, thus producing work of
high quality.
TYS Personal Project 2009
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Personal Project Assessment Rubric
CRITERIA
Criterion A
Planning
and
Development
Criterion B
Collection
of
Information/
Resources
LEVEL 0
The student
has not
reached a
standard
described by
any of the
descriptors
given below.
The student
has not
reached a
standard
described by
any of the
descriptors
given below.
TYS Personal Project 2009
LEVEL 1
The student
identifies the goal
of the personal
project but does
not provide an
outline of how
he/she aims to
achieve this goal.
Few sources of
information and
resources have been
collected, or the
majority is
irrelevant to the
goal of the personal
project. The student
has provided a
summary
bibliography,
where many
elements are
missing. Few
references are
made in the text to
sources of
information used.
LEVEL 2
LEVEL 3
LEVEL 4
The student
identifies and
describes the goal
of the personal
project, states the
focus on the
chosen area(s) of
interaction and
provides a simple
outline of how
he/she aims to
achieve this goal.
The student
identifies and
clearly describes
the goal of the
personal project,
describes the focus
on the chosen
area(s) of
interaction and
provides a
coherent account
of how he/she aims
to achieve this goal.
The development of
the personal project
is generally
consistent with this
description.
The student
identifies and
clearly describes
the goal of the
personal project
within a context,
develops and
justifies the focus
on the area(s) of
interaction and
provides a coherent
and thorough
description of how
he/she aims to
achieve this goal.
The development of
the personal project
is totally consistent
with this
description.
The student has
chosen and used a
limited amount of
relevant
information and
resources, from a
limited number of
appropriate sources.
A bibliography has
been compiled with
most elements
present and/or
appropriately
presented. Some
references are
made in the body of
the text and
appendices, where
appropriate.
The student has
chosen and used a
good amount of
relevant
information and
resources, from a
fairly extensive
number of
appropriate sources.
A bibliography has
been compiled with
all important
elements present
and/or
appropriately
presented. Detailed
references are
made in the body of
the text and
appendices, where
appropriate.
The personal
project contains
excellent, relevant
information and
resources from a
wide variety of
appropriate sources.
The bibliography is
complete and well
presented, with
clear references to
sources in the body
of the text and
appendices, where
appropriate.
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CRITERIA
Criterion C
Choice
and
Application
of
Techniques
Criterion D
Analysis
of
Information
Criterion E
Organization
of the
Written
Work
LEVEL 0
The student
has not
reached a
standard
described by
any of the
descriptors
given below.
The student
has not
reached a
standard
described by
any of the
descriptors
given below.
The student
has not
reached a
standard
described by
any of the
descriptors
given below.
TYS Personal Project 2009
LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4
Large parts of the
project are not
relevant in terms
of the goal that had
been identified by
the student. The
techniques used are
largely
inappropriate and
inadequately
applied.
The techniques
chosen vary in
their
appropriateness
with some being
applied to an
acceptable
standard in order
to contribute to the
achievement of the
goal. The student
begins to provide
justification for the
use of the chosen
techniques.
The techniques
chosen are
generally
appropriate and
well applied to
contribute to the
achievement of the
goal. The student
provides some
justification for the
use of the chosen
techniques.
The student has
chosen absolutely
appropriate
techniques,
provided specific
justification for
their choice and
applied them
effectively to
achieve the stated
goal.
The personal
project contains
little reflection in
terms of the goal
and focus on the
chosen area(s) of
interaction, and is
largely
narrative/descripti
ve. The student
misses many
opportunities for
personal treatment
of the topic/theme.
The personal
project contains
some reflection in
terms of the goal
and focus on the
chosen area(s) of
interaction.
Personal thought is
mostly supported
with arguments and
evidence.
The written work is
poorly organized,
lacking a sensible
order and coherent
structure. The
presentation of the
work (for example,
table of contents
and page
numbering) is
lacking in several
respects.
The student has
made some
attempt at logical
organization and
an attempt to
respect the
required structure
of the personal
project. There are
some coherent links
between parts of
the personal
project, and the
presentation of the
work is often
appropriate.
The personal
project contains
significant
reflection in terms
of the goal and
focus on the chosen
area(s) of
interaction. The
student generally
supports personal
thought with
arguments and
evidence. However,
some opportunities
for analysis are not
pursued.
The
student has made a
good attempt at
logical
organization,
respecting the
required structure
of the personal
project. There are
some good links
between parts of
the personal
project, and the
presentation of the
work is almost
always
appropriate.
The personal
project clearly
shows the depth of
reflection and
vitality of the
student’s own ideas
and vision. The
student consistently
supports a truly
personal response
to the topic with
arguments and
evidence.
The organization of
the work is
completely
coherent with the
required structure.
Ideas are sequenced
in a consistently
logical manner with
appropriate
transitions. Overall
presentation and
neatness of the
work are excellent.
Page 32
CRITERIA
Criterion F
Analysis of
Process and
Outcome
Criterion G
Personal
Engagement
LEVEL 0
The student
has not
reached a
standard
described by
any of the
descriptors
given below.
The student
has not
reached a
standard
described by
any of the
descriptors
given below.
TYS Personal Project 2009
LEVEL 1
The student’s
review is simply a
narrative
summary or a
superficial review
of the development
of the personal
project in terms of
the goal set at its
start. There is little
understanding of
the dimensions of
the area(s) of
interaction that
were stated as the
focus for the
personal project.
The personal
project shows little
evidence of any of
the required
qualities and
working
behaviours.
LEVEL 2
LEVEL 3
The student
adequately reviews
his/her personal
project in terms of
the goal set at its
start. The student’s
review shows some
reflection on
different stages of
the process
including an
adequate analysis
of the quality of the
product. The
student’s review
shows some
understanding of
the dimensions of
the chosen area(s)
of interaction that
served as a focus
for the personal
project.
The student
consistently
reviews his/her
personal project in
terms of the goal
set at its start. The
student’s review
shows significant
reflection on
different stages of
the process. The
evaluation includes
a good analysis of
the quality of the
product, and shows
a clear
understanding of
the dimensions of
the chosen area(s)
of interaction that
served as a focus
for the personal
project.
The personal
project is judged to
be satisfactory in
terms of most of the
required qualities
and working
behaviours.
The personal
project is judged to
be good in terms of
most of the
required qualities
and working
behaviours.
LEVEL 4
The student
consistently and
thoroughly
reviews his/her
personal project in
terms of the goal
set at its start. The
student’s review
shows excellent
reflection on
different stages of
the process. The
evaluation includes
an excellent
analysis of the
quality of the
product and reveals
a thorough
understanding of
the dimensions of
the chosen area(s)
of interaction that
served as a focus
for the personal
project. The student
presents new
perspectives
emerging from the
chosen topic.
The personal
project is judged to
be outstanding in
terms of the
required qualities
and working
behaviours.
Page 33