Personal Project MYP

Students:

• state a learning goal for the project and explain how a personal interest led to that goal

• state an intended product and develop appropriate success criteria for the product

• present a clear, detailed plan for achieving the product and its associated success criteria.

 

Examples of supporting evidence could include:

• a list and/or diagram of interests and related learning goals

• a list of possible strategies to achieve personal and academic goals

• a diagram showing the connections between the learning goal and the product

• a series of steps leading to the completion of the product

• a timeline for completing short- and long-term tasks.

 

Objective B: Applying skills - Students show how ATL skills contributed to the learning goal and product.

Students:

• explain how the ATL skill(s) was/were applied to help achieve their learning goal

• explain how the ATL skill(s) was/were applied to help achieve their product

• support the explanations with detailed examples or evidence.

 

Examples of supporting evidence could include:

• a series of inquiry questions (research skills)

• sample correspondence with the project supervisor (communication skills)

• screenshot of daily reminders or alerts to complete personal project tasks (self-management)

• reflection about resolving a conflict (social skills)

• summary of prior learning that is relevant to the project (thinking skills).

 

Objective C: Reflecting - Students report on why they did their project.

Students:

• explain the impact of the project on themselves or their learning

• evaluate the product based on the success criteria

• support their comments with specific evidence or detailed examples.

 

Examples of supporting evidence could include:

• evaluation of the product against the success criteria

• images showing key features of the product

• analysis of the causes for success and/or failure

• summary of new knowledge or insights related to the learning goal.

Personal Project Assessment Criteria

 

 

Criterion A: Planning

Maximum: 8 In the personal project, students should be able to:

• State a learning goal for the project and explain how a personal interest led to that goal.

• State an intended product and develop appropriate success criteria for the product.

• Present a clear, detailed plan for achieving the product and its associated success criteria.

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0 ~ The student:

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

 

1-2 ~ The student:

i. states a learning goal

ii. states their intended product

iii. presents a plan that is superficial or that is not focused on a product.

 

3-4 ~ The student:

i. states a learning goal and outlines the connection between personal interest(s) and that goal

ii. states their intended product and presents basic success criteria for the product

iii. presents a plan for achieving the product and some of its associated success criteria

 

5-6 ~ The student:

i. states a learning goal and describes the connection between personal interest(s) and that goal

ii. states their intended product and presents multiple appropriate success criteria for the product

iii. presents a detailed plan for achieving the product and most of its associated success criteria.

 

7-8 ~ The student:

i. states a learning goal and explains the connection between personal interest(s) and that goal

ii. states their intended product and presents multiple appropriate, detailed success criteria for the product

iii. presents a detailed plan for achieving the product and all of its associated success criteria.

 

Criterion B: Applying skills

Maximum: 8 In the personal project, students should be able to:

• Explain how the ATL skill(s) was/were applied to help achieve their learning goal.

• Explain how the ATL skill(s) was/were applied to help achieve their product.

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0 ~ The student:

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

 

1-2 ~ The student:

i. states which ATL skill(s) was/were applied to help achieve their learning goal

ii. states which ATL skill(s) was/were applied to help achieve their product.

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3-4 ~ The student:

i. outlines which ATL skill(s) was/were applied to help achieve their learning goal, with superficial examples or evidence

ii. outlines which ATL skill(s) was/were applied to help achieve their product, with superficial examples or evidence.

 

5-6 ~ The student:

i. describes how the ATL skill(s) was/were applied to help achieve their learning goal, with reference to examples or evidence

ii. describes how the ATL skill(s) was/were applied to help achieve their product, with reference to examples or evidence.

 

7-8 ~ The student:

i. explains how the ATL skill(s) was/were applied to help achieve their learning goal, supported with detailed examples or evidence

ii. explains how the ATL skill(s) was/were applied to help achieve their product, supported with detailed examples or evidence.

 

Criterion C: Reflecting

Maximum: 8 In the personal project, students should be able to:

• Explain the impact of the project on themselves or their learning

• Evaluate the product based on the success criteria

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0 ~ The student:

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

 

1-2 ~ The student:

i. states the impact of the project on themselves or their learning

ii. states whether the product was achieved.

 

3-4 ~ The student:

i. outlines the impact of the project on themselves or their learning

ii. states whether the product was achieved, partially supported with evidence or examples.

 

5-6 ~ The student:

i. describes the impact of the project on themselves or their learning

ii. evaluates the product based on the success criteria, partially supported with evidence or examples.

 

7-8 ~ The student:

i. explains the impact of the project on themselves or their learning

ii. evaluates the product based on the success criteria, fully supported with specific evidence or detailed examples.

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