A
I
N
V
E
S
T
I
G
A
T
I
N
G
identify prior learning and
subject specific knowledge, but
this may be limited in
occurrence / relevance
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
State a goal and global context
with limited depth/ accessibility
1-2
outlines prior learning relevant
to some aspect of the project
identify basic prior learning
and subject-specific knowledge
relevant to some areas of the
project
The student outlines a simple or
easily-achievable goal that
identifies a relevant global
context.
Outline a basic & appropriate
goal and global context
3-4
Demonstrate substantial
research skills
describes with appropriate detail
prior learning relevant to the
project
identify prior learning and subject
specific knowledge generally
relevant to the project
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
define a clear & challenging goal
and global context
5-6
Demonstrate excellent research
skills
analyses the relevance and
contribution of prior learning to the
project
identify prior learning & subject
specific knowledge that is
consistently highly relevant
Based on personal interest, the
student defines a clear goal that:
justifies the goal as highl
challenging
meaningfull relates to a global
context
define a clear and highly
challenging goal & global context
7-8
Task Specific Clarification
states some prior learning
relevant to the project
Demonstrate adequate
research skills
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 Works Cited is
appropriate, consistent and used
with sophistication in the project.
There is extensive evidence of
a broad range of research skills
Strand Descriptor
Demonstrate limited research
skills
An appropriate range of
sources and variety of source
t pes have been researched.
Specific sources selected for the
project are evaluated effectively
for reliability and relevance.
The Works Cited is appropriate,
consistent, and used effectively in
the project report.
There is consistent evidence of
appropriate research skills.
1
3
A range of sources have
been researched and recorded.
Specific sources selected for
the project are evaluated for
reliability or relevance.
The Works Cited is
consistent and used in the
project report.
There is some evidence of
appropriate research skills.
Identify prior learning
and subject-specific
knowledge relevant to
the project
2
Define a clear goal and
global context for the
project, based on
personal interests
Demonstrate Research
Skills
Few or inappropriate sources
have been researched and
recorded.
There is little if an evaluation
of sources reliabilit or
relevance.
The Works Cited is
inappropriate, inconsistent
and/or not used in the project
report. There is little evidence
of other appropriate research
skills.
B
4
Criteria that are basic and/or
have some connection to the
product/outcome
Limited Criteria
Adequate Criteria
Present an adequate plan
Develop criteria for the
goal/outcome
Present a limited or partial plan
Criteria that:
start to consider the
qualitative elements of the
product/outcome
outline how their success
might be observed
5
P
L
A
N
N
I
N
G
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
Present a substantial plan
Criteria that are:
realistic and relevant to the
product/outcome
informed by research
qualitative and/or quantitative,
as appropriate
Substantial & Appropriate Crit.
Detailed and accurate plan
Criteria that:
clearly define the specific
characteristics of a high quality
product/outcome
explicitly informed by highlyrelevant research
justified, specific and
multidimensional
Rigorous Criteria
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
Excellent self-management skills
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 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
Substantial self-management
skills
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
Adequate self management
skills
An explanation of:
effective and often independent
time and task management
affective skills practised
through the project
effective use of other selfmanagement skills
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 brief plan that is not specific to
the stated goal with a minimal
outline of the development
process
Limited self-management skills
Plan and record the
development process of
the project
6
A plan that includes:
long-term planning which is
not broken down to specific
steps
vague connections to the
student s project
ver general dates and
deadlines
Demonstrate selfmanagement skills
A brief account of:
basic or inconsistent time
and/or task management
affective skills practised
through the project
A description of:
appropriate time and task
management which show some
independence
affective skills practised
through the project
use of another selfmanagement skill
C
T
A
K
I
N
G
A
C
T
I
O
N
7
Create a substantial
product/outcome
Create an excellent
product/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
Create a basic
product/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
Demonstrates Excellent Thinking
Skills
Create a limited
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
Demonstrates substantial
Thinking Skills
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
a high-quality product/ highlysuccessful outcome
Demonstrates adequate
Thinking Skills
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
Demonstrates excellent
communication & social skills
a good quality product/successful
outcome
Demonstrates limited Thinking
Skills
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
Demonstrates substantial
communication & social skills
a simple product/outcome
8
Outline of critical and/or creative
thinking skills relevant to the
project
Demonstrates adequate
communication
a poorly rendered/ largely
unachieved product/outcome
Demonstrate thinking
skills
Demonstrates limited
communication
Create product/outcome
in response to the goal,
global context and
criteria
9
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
Demonstrate
communication and
social skills.
Description of:
interaction with some people
relevant to the project
working effectively with others
(if appropriate to the project).
A report that is mostly clear and
coherent and that follows the
required structure
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 occasionally
clear and coherent and that
partially follows the required
structure
Explanation of:
effective interaction with those
relevant to the project using
appropriate modes of
communication
working effectively with others
(if appropriate 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
A report that is consistently clear,
coherent and effectively (or
creatively) follows the required
structure
D
R
E
F
L
E
C
T
I
N
G
12
Reflect on how
completing the project
has extended your
knowledge &
understanding of the
topic and the global
context
11
The reflection that states at least
one way the student has
developed as an IB learner
without using examples
Provide limited reflection
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
Provide limited reflection
The evaluation outlines the
quality of the product/outcome
against some of the stated
criteria
Provide limited evaluation
The reflection outlines ways
the student has developed as
an IB learner using some
examples
Provide adequate reflection
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
Provide adequate reflection
The evaluation describes the
quality of the product/outcome
against some of the stated
criteria
Provide basic evaluation
The reflection explains how the
student has developed as an IB
learner using specific, well chosen
examples
Provide substantial reflection
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
Provide substantial reflection
The evaluation explains the
quality of the product/outcome
against most of the stated criteria.
Provide substantial evaluation
The reflection evaluates the
student s development as an IB
learner using appropriate
examples, detailed descriptions
and insightful explanations
Provide excellent reflection
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
Provide excellent reflection
The evaluation analyses the
quality of the product/outcome
against all the stated criteria.
Provide excellent evaluation
10
Evaluate the quality of
the product/outcome
against his or her
criteria
Reflect on your
development as an IB
learner through the
project.
Personal Project Report word limit – 3500 words
Any content/criteria beyond 3500 words will not be read, assessed and
awarded a grade
What is in the word count?
Criteria Table
Source Evaluation table if in the report
NOTE: both of these can be included in the appendix but must be referred to/
referenced in the main body of the report
Any other table that is not labelled as Figure 1/2/3 etc..
Timeline if presented as text(wordy)
What is not in the word count?
Table of contents
Headers, titles, in-text referencing
reference to process journal entries( if they are in brackets )
ATL tables if they are referenced as figures and are not heavily annotated
Timeline when presented as an infographics /organiser etc ..
All tables that are labelled as Fig
Works cited
Appendix
(note – Appendix beyond 10 pages will not be considered for grading)
If students are trying to circumvent the word count by creating very wordy
figures we will count them
37
MYP Pe
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43
ef
a ea a
al P jec C mma d Te m
ca c a i
fea
e
e
Pe onal P ojec Repo Checkli
Ti e f he
Sec i
I
d ci
( O IONAL)
E
a ai
● What is the significance of the Personal Project?
(learning the skills of undertaking a project over an extended period of
time, to improve as an IB learner by learning ATL skills and
learner profile attributes)-use visuals
● Why was undertaking the Personal Project important for you?
(pursuing your own interest, support of a supervisor, showcasing your
work to your peers in the exhibition)
● Clear goal in its own paragraph-make it bold
● Personal motivation in choosing the goal
● Justification that the goal was challenging
● J if Gi e alid ea on o e idence o ppo o poin
e idence can be in he p oce jo nal efe ence made
C i e i A:
I e iga i
A1:G a ,G ba
C e a d he
Pe
a
M i ai
● CHOOSE- Correct Global Context (only one)
● CHOOSE-One or two explorations of your chosen Global Context
with in-text referencing
● How was your goal meaningfully related to the chosen ‘Global
context’ and its exploration?
● A mind map that shows topic explored through all the six Global
Contexts
In he p oce jo nal efe ence made
● Prior learning- What did you already know about your goal
before you started PP?
A2: P i
Lea i g a d
S b ec S ecific
K
edge
44
● Subject specific knowledge-What have you learned in your MYP
subjects that will help you to complete your product and write a
report
● Possible examples: MLA Citations- MYP Science; Analysing
sources- MYP History; MYP Drama-Keeping a journal; ATL skills
learned in all the MYP subjects; Global Context in all the MYP
Subjects (Please choose few specific examples-you can upload
screen-shots of few MYP rubrics to show how the criteria was
similar to the PP criteria)
● analysis and evaluation of exactly how the learning would help
you in your project
● Anal i B eak do n in o de o b ing e en ial elemen o
Chec
c e
● E al a ion Make an app ai al b
eighing p he
eng h
● Write an introductory paragraph
● Give examples to show that you have used extensive range of
primary and secondary sources
(books, web, interviews, articles, survey, documentaries,
videos etc)
A3: A a i g
a dE a a i g
S
ce
● For 2 or of your key sources comment on their ​ ef lne ​ for
your project and how ​ eliable​ were these sources in the
introductory paragraph and STATE that you have a source
evaluation table for your other sources in the process journal
● Include a source evaluation table in your process journal
● Make
e o a e efe ing o o p oce jo nal
● Have a detailed works cited list for your product at the end of
the report (before appendices)
● How did you develop your product criteria? (supported by
research which should be evident by in-text referencing)
C i e i B:
Pa i g
B1: P d c
C i e ia
● Include detailed product criteria table that shows high quality
product outcome
● Criteria table should include the method of evaluation with
justification.
● Detailed time-line to show short and long-term planning
● include the timeline for the product ​a ell a he epo
B2: P
P ce
ec
● Summary of the process of your project that shows the process
from start to finish that corresponds closely to the time-line
● All the changes should be described and justified
● Use the specific ATL skill descriptors from the ATL document
B3:
Se f-Ma age e
S i
● Were you effective and independent in time and task
management? Give explanation and justification
.
● Justify highly effective use of your organization skills in the
project by giving clear examples
● J if highl effec i e e of o affec i e kill in he p ojec
b gi ing clea e ample
● a high-quality product/ highly-successful outcome
45
C i e i C:
Ta i g Ac i
C1: Ta i g
Ac i
C2:
De
Thi
i g
C3:
De
c
a d
ae
ica i
cia i
ae
i
● Analyze and evaluate how did you ensure that the product
responds to your goal, global context and product criteria?
​Ti : A a i : B ea d
i
de
b i g e e ia e e e
c e.
E a a i : Ma e a a
ai a b eighi g
e gh a d
i iai .
● Use the specific ATL skill descriptors from the ATL document
● Analysis and evaluation of critical and creative thinking skills
that you applied to the project.
● Make
e o a e efe ing o o p oce jo nal
● Evidence of transfer skills to show how you used research to
generate new ideas or solve problems that helped you to
achieve the project’s goal.
● Make
e o a e efe ing o o p oce jo nal
● Use the specific ATL skill descriptors from the ATL document
● Analysis and evidence of ongoing essential communication with
all the people relevant to the project using variety of modes of
communication (email, interview, online forums etc.)
● Make
e o a e efe ing o o p oce jo nal
● Evaluate your communication skills and social skills (did you
work effectively with people who are related to your project?).
Did you improve? In which areas you still need more
development? Give evidence.
● Your report is clear, easy to follow and has all the required
components.
● Add pictures (maximum ) of your product
C i e i D:
Ref ec i
D1: E a a i g
d c
D2: K
edge
a d
de a di g
f
ic, i
i
e i a d he
g ba c e
D3: Y
de e
e a
a IB ea e
46
● Add your product criteria table from B1, self-evaluate the
quality of your product against all the stated criteria. How
satisfied are you with your product? Did you meet the product
criteria?
● Include the feedback received from others based on the
surveys. Do they think you met your criteria?
● Include results, pie charts etc from the survey and put them in
the process journal and refer to them
Reflect on your project, especially what have you learned about your:
● Topic
● Global context and its exploration
● Give meaningful examples to support the points made
● How you think you have improved as an IB learner? Reflect on
at least - learner profile attributes that you have developed
through the Personal Project by giving specific examples.
● Refer to learner profile (communication done in section C, don’t
repeat it here)
O he
● Refer to the learner profile charts in your classrooms
OPTIONAL S mma i ing he impac of o pe onal p ojec on o
f
e lea ning
● Examples:
● it helps you to prepare for one of the IB Diploma culminating
project i.e. Extended Essay( EE)- 000 words
● Writing process journals will help you to write in ‘Researchers
Reflective Space’ for your EE, it is same as the process journal
● Three Academic Honesty meetings is also something that you
will do for your EE, it also helps you to develop the IB learner
profile attribute of being Principled
● ATL and Learner Profile will help you to develop into a
responsible adult
(You can make a reference to the IB Mission Statement here)
● Indicate the word count (Maximum , 00 words)
● Include the Table of Contents
● Header: Title of the Project
● Footer: Page number
Detailed works cited list: It helps to show your research skills, use
easybib
Some suggestions for selecting ten process journal entries:
● time management or organization-Annotated Calendar Pages
● Mind maps (good evidence of critical thinking skills)
● Visuals to show your understanding of-Global Context, ATL and
Learner profile
● Source evaluation table
● COMMUNICATION with your supervisor-emails
● evidence of ATL skill improvement
● PHOTOS of you during the process of creation of the product or
when you were interviewing people for feedback,
● Results of the survey
● Reference should be made to the process journal wherever
applicable
Select ten best process journal entries. List the dates for ten selected
entries in the format given below:
● Saturday, 2 AUGUST 201 . Survey
● Only 10 A pages can be included as an Appendix (both sides
included)
47