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A student guide to the

Personal Project

Name:______________________________Supervisor:__________________________

Created or adapted by Kristin Hayward and Alysoun Lowe at the International School of Beaverton

Table of Contents

Introduction…………………………………………………….3

Choosing a Goal.………………………………………..………5

Global Contexts…………………………………………….…..6

Investigating………………………….…………………….…...8

Process Journal…………………………………………..……..9

Outcome/Product…………………….………………………..10

Developing Criteria……………………….………….………...11

Organizing……………………...………………………………12

Appendices……………………………………………………..12

The Report…………………………………….…………..…....13

Structure of the Report……………………………….……..…14

Report Checklist………………………………………………..16

Assessment/Rubrics……………………..…………………..…19

Additional Resources……………………………………..……29

2

Introduction

So what is the personal project?

The personal project is a culminating research project completed during your sophomore year. You will choose a topic that interests you, you will choose a global context that will help you develop your project with a clear and specific focus, and once you have done some research, you will determine your product/outcome.

The personal project is similar to every other subject you study because you will:

● complete approximately 25-30 hours of study over an extended period of approximately 6 months,

● use many of the approaches to learning skills you have learned in your classes,

● create an outcome/product that will be turned in

● be assessed by adults in the building against four criteria.

What skills will be gained?

● To participate in a sustained, self-directed inquiry

● To generate creative new insights and develop deeper understandings through in-depth investigation

● To demonstrate the skills, attitudes, and knowledge required to complete a project over an extended period of time.

● To communicate effectively in a variety of situations

● To demonstrate responsible action through, or as a result of, learning.

● To appreciate the process of learning and take pride in your accomplishments.

What exactly do I have to create for the personal project?

You must create three items, each of which will be assessed:

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● a process journal - a record of the process itself - this may take many forms,

● a project report,

● and a product or outcome.

How will I be assessed?

The personal project is assessed against four criteria. Each criterion is of equal value and has eight levels of success:

The criteria are:

Criterion A: InvestigatingYou will be assessed on your ability to define a clear goal and global context for the project, your ability to identify prior learning and subject specific knowledge relevant to the project, and the quality of your research skills.

Criterion B: PlanningYou will be assessed on your ability to develop criteria for the product/outcome, your ability to plan and record the development process, and your ability to demonstrate self-management skills.

Criterion C: Taking ActionYou will be assessed on your ability to create a product/outcome in response to the learning goal , the global context and the criteria you created in the planning process. You will also be assessed on your ability to demonstrate your thinking skills and your communication and social skills.

Criterion D: ReflectingYou will be assessed on your ability to evaluate the quality of the product/outcome against the criteria you created, your ability to reflect on how completing the project has extended your knowledge and understanding of the topic and the global context, and your ability to reflect on your development as IB learners throughout the project.

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Great! So, how do I start the personal project?

Getting Started

Creating a Goal

YOU MUST START WITH THE TOPIC! NOT WITH THE PRODUCT!

Your product will be a result of your topic and your global context. Don’t decide you will build a skateboard without having a topic first! There needs to be a good reason for building that skateboard.

Choose a topic for investigation that genuinely interests you, is NEW learning and is appropriately challenging.

You can choose anything that is of interest to you. First, ask yourself the following questions:

● Is my topic something I will be interested in long term?● What has created my interest in this topic?● What is it I want to learn?● How does the topic relate to me personally?

Second, determine if your project does one of the following:● Ask a question● Address a challenge● Address a problem

It needs to do one of these things.

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For example:Question: Are tattoos fashion elements or expressions of personality amongst teenagers?Challenge: How can I make a working model of a chicken coop?Problem: How can plastic we use at school be more effectively recycled?

My goal is:_______________________________________________________________ (Written as a question, challenge, or problem statement - see examples above)

Choosing a Global Context

Now, and most importantly, you MUST choose a global context to be the focus of your project investigation. You have six choices:

● Identities and Relationships: You will explore identify; beliefs and values; personal physical, mental social and spiritual health; human relationships including families, friends, communities and cultures. You will be looking at what it means to be human.

Projects that fit in this global context might include:o Two sides of social networkingo An awareness of bullying in in its many formso How the digital world impacts relationshipso Culinary traditions and the importance of food in a cultureo The effects of mass media on the teenage identity

● Orientation in space and time: You will explore personal histories; homes and journeys; turning points in humankind; discoveries; explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations from personal, local, and global perspectives.

Projects that fit in this global context might include:o The Euclidean space perspective of the universeo Immigration issueso Family histories

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● Personal and Cultural Expression: You will explore the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend, and enjoy our creativity; our appreciation of the aesthetic.

Projects that fit in this global context might include:o Video games as a form of cultural expressiono The art of Mangao Culture and self-expression through danceo Artistry, craft and creationo Philosophies and ways of life

● Scientific and technical innovation: You will explore the natural world and its laws; the interaction between people and the natural world; how humans use their understanding of scientific principles; the impact of scientific and technological advances on communities and environments; the impact of environments on human activity; how humans adapt environments to their needs.

Projects that fit in this global context might include:o Building a stronger bike using nano fiberso An informational talk on space diamondso Can stem cells replace organ transplantso New technologies and their impact

● Globalization and sustainability: You will explore the interconnectedness of human-made systems and communities; the relationship between local and global processes; how local experiences mediate the global; the opportunities and tensions provided by world-interconnectedness; the impact of decision-making on humankind and the environment.

Projects that fit in this global context might include:o Raising awareness on the struggle for water in developing countrieso The impact of the financial crises of Europe and the European Economic

Community on the United Stateso Education as a tool to change the future of a communityo The role of the developing countries in protecting the rain foresto Conservationo Urban planning and infrastructure

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● Fairness and development: You will explore rights and responsibilities; the relationship between communities; sharing finite resources with other people and with living things; access to equal opportunities; peace and conflict resolution.

Projects that fit in this global context might include:o An awareness campaign supporting fair tradeo Open market economies and their role in fair tradeo Exploring intersections of race and inequalityo Asylum seekers and their right to live like uso Justiceo Civil Rightso Civic responsibilities

As you think about your global context, you might consider the following:

● What is the goal of my project?

● What do I want others to understand about my project?

● What kind of impact do I want my project to have?

● How can a specific context give greater purpose to my project?

If my project were to involve rap music, my inquiry might look like this:

Identity and Relationships Examine the question “Why does rap speak to me?”

Orientation in Space and Time Explore the development of rap as a style of music across continents

Personal and Cultural Expression

Explore how rap reflects the personal beliefs of the different artists and their culture.

Scientific and technical Innovation

Explore how technological advances have impacted the quality of recording rap music

Globalization and Sustainability

An exploration of the impact of living conditions on rap musicExamine the question “What impact has rap music had

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Fairness and Development on civil rights?” or “How has the civil rights movement given rise to rap music?”

Investigating

An investigation for the personal project is the action of finding out information about your chosen topic. You will need to create a plan for identifying what you need to know that is relevant to your project.

To reach the highest levels of achievement in investigating, you will need to use a variety of resources and evaluate them for reliability and validity.

Sources to consider:

● Articles from magazines, journals, newspapers, books

● Websites

● Experts in the field

● Your own knowledge

● Survey data

● Video or audio recordings

● Images

● School subject area materials

● Prior knowledge-however, this does not provide sufficient depth or breadth alone

You should use them all, initially, to find out as much as you can on your topic.

Record all of the sources you read, view, listen to, and interview, in your process journal. This will form a valuable resource for later in the project.

How do I choose information?

Now that you have gathered all of your information, you need to sort out what is most useful and appropriate for your project.

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There are many techniques you can apply to choose which information to use and which to leave out. Sometimes one technique will work. But, more likely you will have to use combinations of them to finally choose what information to use. No matter which technique you use, be sure to be able to justify the credibility, reliability, and validity of the sources used. You will need to account for this in your report.

Process Journal

Your process journal is a complete record of EVERYTHING you do for your personal project, from start to finish. Your process journal is not necessarily one document, but a collection of evidence for your process. This will include:

● Notes and ideas on your project

● Information gathered from your investigations

● Drawings, pictures, clippings, photographs, etc.

● Copies of interviews and discussions with people

● Concepts for your project

● Resources

● Plans for your project

● Timelines/Calendar

● Meetings with supervisor

● Reflections

● Problems and difficulties you may face

● Et cetera

Your journal can be written, visual, audio, or a combination of any of these. Choose a style that is most effective for your learning style and make it awesome!

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Outcome/Product

Now that you have your topic, your global context, and have done some research around your topic, you can NOW decide your product.

You may choose from an almost endless list of possibilities for your product – choose to create an item that will best demonstrate what you have learned through your investigation and will show other people what you have learned. Examples include:

● Performances: play, dance, song, speech

● Published Writing: creative prose, collection of poetry, essay, extended article, script, review

● Events: fundraising events, service in action, celebration

● Static visual displays: photographs, art, poster, model, artifact, drawings, statistical data

● Interactive displays: web site, video, audio-visual, animation

For example:Global Context Topic Possible Product

Identity and Relationships

Examine the question “Why does rap speak to me?”

An artistic visual display showing the way rap evokes emotion

Orientation in Space and Time

Explore the development of rap as a style of music across continents

A website showing the evolution of rap

Personal and Cultural Expression

Examine the different styles of rap and the different cultures they represent.

Perform a rap song of my own creation and have a question and answer session

Scientific and technical Innovation

Explore how technological advances have impacted the quality of recording rap music

An audio-visual presentation showing how technology has impacted the quality of music recordings.

Globalization and Sustainability

An exploration of the impact of living conditions on rap music

A display board showing the living conditions that the majority of rap artists come from

Examine the question “What A written piece about the

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Fairness and Development

impact has rap music had on civil rights?” or “How has the civil rights movement given rise to rap music?”

connection between the civil rights movement and rap music

Developing Criteria

Once you have decided on a topic, a global context, and a product/outcome, you need to develop criteria, which is a realistic measure of the quality of the product/outcome. Criteria should only be developed once you have a solid idea of what your goal is and what you want to achieve with your final product.

Ideas to consider when creating your categories for your success indicators:● Function - what you want your product/outcome to do and how you should do

it.● Aesthetics - what your product/outcome should look like● Quality of Content● Quality of Research● Logistics - materials, cost, supplies, location of product/outcome● Performance characteristics - visual aids, speaking skills, etc● Anything else that is unique to the product/outcome

When you are creating your rubrics, consider using SMART as a jumping off point. Is it specific? Is it measurable? Is it attainable? Is it relevant? Is it time bound?

See example:

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Orga

nizing

Managing your time is one of the most crucial elements of the project. You will be assessed on your ability to show and explain your organizational process. It is essential that you create a system of organization that might include things such as:

● Calendaring (Electronic or Analog)● To-do lists● Reminders (electronic)● Bulleted lists● Charts● Google Drive or Calendar● Online organizational tools such as padlet● Color coding● Systems of text marking● Highlighting

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Remember, plans can change as circumstances change, but by planning, you give yourself clear goals and raise your awareness of the time you have to complete tasks for the personal project.

Appendices

You will NOT be turning in your entire process journal.

From your process journal, you will be able to select a maximum of 10 pages worth of excerpts to use as appendices. These will demonstrate how you addressed your objectives, highlight information about your project, or demonstrate development in one or all of the criteria.

The appendices may include:

● visual thinking in diagrams or annotated illustrations

● bulleted lists

● charts

● short paragraphs or notes

● timelines/action plans

● annotated research

● artifacts

● pictures/sketches/screenshots

● feedback

● anything else you deem important.

Appendices must demonstrate the following:

● regular work on your personal project

● research, thinking, and communication skills

● original goal and plan and a discussion as to changes and the rationale for those changes

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● problem solving

● supervisor meetings

● to-do lists/calendars

One sample might meet several items on the checklist. For example, your first supervisor meeting shows your goal, plan, and meeting with your supervisor.

The Report

The project report is a formal reflection of the entire process. It will explain clearly, to whoever reads, listens to or watches it, your global context, your topic, your product, your process, your resources you selected and why you selected them, the techniques you applied, the challenges you faced, and most importantly, what you learned about your topic AND yourself as a learner. The recommended format for the report is in the written form.

The report can take different formats depending on the resources available to you and your personal preferences. Your ability to communicate clearly and concisely is ESSENTIAL in creating the report.

You can choose any of the following report styles:

● a written report,

● an electronic report, such as a website, a blog, or a slideshow

● an oral report that includes visual support

● a multimedia presentation such as a short film

The information you include in the report MUST be organized into specific sections. The report does not replace the product our outcome of your project, so think carefully about how you will communicate the information in the best way for your project.

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Structure of the personal project report

Format Length

Written 1500 – 3500 words

Electronic (website, blog, slideshow) 1500 – 3500 words

Oral (podcast, radio broadcast, recorded speech)

13 – 15 minutes

Visual (film) 13 – 15 minutes

All Reports

All formats must have a title page, which includes:

▪ Name

▪ Title of the Project

▪ Length (word count)

▪ School Name

▪ Year

All reports must be concise and succinct in form and must be divided into sections with sub-headings. The sections must include:

▪ Investigating

▪ Planning

▪ Taking Action

▪ Reflecting

▪ Bibliography in MLA format (this does not count in total word count)

Oral, electronic, and visual reports must be accompanied by:● a summary (maximum of 150 words), ● a title page, and

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● a bibliography.**If you are selecting to do a multimedia report that involves both written and audio/visual formats, the maximum time and word limits are correlated as seen in the table on the next page.

Time of audio-visual recording

Word Limit for Required Supplemental Report

3 minutes AND 1200 – 2800 words




13 -15 minutes AND 150 words

The report should be presented with the following subheadings. Use the following questions to guide what you should include within each.

Investigating o What was your goal? o What made your goal a highly challenging goal? o How did your personal interests influence the selection of your goal? o What is your global context? Why did you select this global context? o What is the relationship between your goal and the global context? o What relevant prior knowledge did you have? o What new understandings did you gain from your research? o What sources did you use? o How did you know they were credible? Accurate? Relevant? Objective?

Planning

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o What were your criteria? o What makes your criteria rigorous? o Explain the step-by-step process and timeline you used as you worked to complete your project. o Refer to specific process journal extracts you included in your appendix. o How did you manage your time and resources effectively? o What obstacles did you experience? o How did you handle those obstacles?

Taking Action o Describe the product/outcome that you created. o How does your product/outcome reflect the goal that you developed? o How does your product/outcome reflect the global context you selected? o Why did you choose to express your learning through your product/outcome? o How did you collaborate throughout your project? o How does your product/outcome reflect new ideas and different perspectives?

Reflecting o How does your product/outcome meet each criterion that you developed? o How has completing the project extended your knowledge and understanding of your topic? o How has completing the project extended your knowledge and understanding of the global context you selected? o Which IB Learner Profile Attributes did you develop throughout the project?

Report Checklist KEY FOR CHECKLIST ITEMS

+ = everything is included & it is of high quality (7-8)√+ = it’s there but is of average quality (5-6)√ = is mostly included but needs work (3-4)0 = missing

Title Page and Formatting (Criterion C)_____Title of project_____Name of student_____ School Name_____Year _____Word Count (length- does NOT include the appendix(extracts) or pictures)_____ All sections of the Report are labeled and bolded: Investigating, Planning, Taking

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Action, & Reflecting_____MLA format _____12 pt. font (Crit.A) _____Times New Roman _____ 1 inch margins _____Header with last name and page number

_____ Appendices no more than 10 pages, using A,B, C etc. for each appendix

_____MLA Works Cited (not included in word count)

Section #1: Investigating (Criterion A)_____ Goal is explicitly stated _____Explanation as to why the goal was highly challenging _____Discussion of how your personal interests influenced the selection of the goal _____Global Context is explicitly stated _____Explanation as to why you selected this global context _____Discussion about how the goal and global context and product are related. _____Discussion of relevant prior knowledge you had _____Discussion of what new understandings you gained from your research _____Discussion of WHAT research sources you used and evidence that you had

VARIETY_____ and #_____ _____Evaluation about the research for whether it’s: _____credible _____accurate _____relevant ___reliable _____biased

Section #2: Planning (Criterion B)

_____ Your Criteria/Rubrics are shown in the report and not just the appendix _____ The criteria are specific, measurable, realistic, attainable, and clearly related to the

product/outcome _____The criteria are challenging and there is discussion as to how and why _____The criteria are written to clearly and precisely describe the intended outcome and

quality of the product

_____Explanation of your calendar/timeline “to do list”. You should include at least

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references to your appendix or provide inserted examples in this part of the report _____Discussion of your organizational skills _____Changes to your plans- discussion of how you overcame obstacles, persevered,

and were self-motivated

_____References to specific process journal extracts with discussion. OR they are put directly into the report. This is the section where you discuss PROCESS of the project. (how you researched, sketches, pictures, photos, emails you sent, phone calls you made, what did you do to get this project done?)

Section #3: Taking Action (Criterion C)_____Describe the product/outcome that you’ve created _____Discussion of how the product/outcome reflects the Goal you developed _____Discussion of how the product/outcome reflects/relates to the Global Context you

selected _____Discussion of your Critical Thinking skills (see for bulleted list in rubric for

examples) _____Communication: Evidence of regular, often self-initiated meetings, with supervisor

(other mentors could also be included) & purposeful action in response to suggestions. & discussion of other communication skills

Section #4: Reflecting (Criterion D)_____Evaluate how your product/outcome meets the Criteria that you developed.

Include detailed, thoughtful examples of achievement and improvements

_____Give in-depth evidence of how the project has extended your personal knowledge of the topic

_____ Reflect on how the project extended your understanding of the global context (as it

relates to your goal) _____ Reflect on your development (strengths and weaknesses) as an IB learner through

the project. Use IB Learner profiles/characteristics

Language Usage: (Criterion C)_____ Spelling _____ Word Choice _____ Grammar _____Sentence variety _____Punctuation: including capitalization, commas, apostrophes etc.

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Use the annotated rubrics to ensure you have everything you need in your report.

Approaches to Learning

Thinking skills

● Critical thinking: The skill of analyzing text, ideas and issues

● Creativity and innovation: The skills of exercising initiative to consider challenges and ideas in new and adapted ways

● Transfer: The skill of learning by making connections and applying skills,

Social skills

● Collaborating: The skill of working cooperatively with others

Communication skills

● Interacting: The skill of effectively exchanging thoughts, messages and information

● Literacy: The skill of reading, writing and using language to communicate information appropriately, and write in a range of contexts

Self-management skills

● Organization: The skill of effectively using time,

● Affective skills: The skills of managing our emotions through cultivating a focused mind

Research

● Information and media literacy: Information and media literacy (IML) is the skill of interpreting and making informed judgments as users of information and media, as well as being a skillful creator and producer of information and media messages.

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Assessment

A team of teachers from ISB will assess your entire project. On the next several pages, you will find the rubrics in a form that will allow you to assess your report and reflect on areas that need improvement.

After that, you will find the full annotated rubrics the graders will be using to assess your project.

Criterion A: Investigating I. define a clear goal and context for the project, based on personal interests

II. identify prior learning and subject-specific knowledge relevant to the projectIII. demonstrate research skills

Level DescriptorsThe student was able to:

ClarificationI am able to:

1-2

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

● Give a short statement of the goal with limited details about it’s personal and/or community relevance

● Give a limited statement about how the global context relates to the goal

● Give limited subject-specific knowledge and prior learning which may not be relevant to the project

● Use limited resources; choose only one type of source

● Show limited evaluation of sources; brief descriptions of credibility and reliability

● Make limited citations

● Use an incorrect citation format

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

● Give a basic statement of the goal with limited details about it’s personal and/or community relevance

● Give a basic statement about how the global context relates to the goal

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3-4

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

iii. Demonstrate adequate research skills

● Give basic subject-specific knowledge and prior learning that is relevant to some parts of the project

● Uses evidence from the same types of sources; choose only one type of source (i.e. website, blogs, encyclopedias, audio, video, book, magazine, newspaper, interview, observation, etc.)

● Shows adequate evaluation of sources; basic descriptions of credibility and reliability

● Makes some citations

● Use MLA citation format with major errors (missing information, incorrect formatting, inconsistent formatting, difficult to locate bibliography)

5-6

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

● Give a clearly defined statement of the goal with a clear description about it’s personal and/or community relevance and it’s challenging nature.

● Give a clearly defined description about how the global context relates to the goal

● Give detailed subject-specific knowledge and prior learning that is mostly relevant to the project

● Uses evidence from a variety of types of sources; choose multiple types of sources (i.e. website, blogs, encyclopedias, audio, video, book, magazine, newspaper, interview, observation, etc.)

● Shows substantial evaluation of most sources; thorough descriptions of credibility and reliability; considers limitations of the sources

● Cites the most relevant sources

● Use MLA citation format with minor errors (spelling errors, small formatting errors, punctuation errors)

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

● Give a clearly defined statement of the goal with a thoughtful, in-depth description of it’s personal and/or community relevance and it’s highly challenging nature.

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7-8ii. Identify prior learning and subject-

specific knowledge that is consistently highly relevant to the project

iii. Demonstrates excellent research skills

● Give a clearly defined, thoughtful, in-depth description about how the global context relates to the goal

● Give detailed subject-specific knowledge and prior learning that is highly relevant to the project

● Uses evidence drawn from a wide variety of sources; choose multiple types of sources (i.e. website, blogs, encyclopedias, audio, video, book, magazine, newspaper, interview, observation, etc.)

● Shows explicit evaluation of many sources; thorough descriptions of credibility and reliability; considers limitations of the sources, as well as author bias, and relevance to goal of project

● Cites the all relevant sources

● Use MLA citation format with very few minor errors (spelling errors, small formatting errors, punctuation errors)

Criterion B: Planning I. develop criteria for the product/outcome

II. plan and record developmental process of the projectIII. demonstrate self-management skills



i. develop limited criteria for the product/outcome

● Develop basic criteria/specifications with limited connections to the product/outcome.

● Develop easy to achieve criteria/specifications

● Develop criteria/specifications that provide limited

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1-2ii. Present a limited or partial plan and

record of the development process of the project

iii. Demonstrate limited self-management skills

description of a high quality product/outcome

● Create a limited or partial action plan

● Create a basic or incomplete timeline

● Create a limited or partial record of process; process journal includes few, simple examples or research, research methods, goals, evaluation of process, reflections, supervisor meetings, diagrams, pictures, photos, sketches, ideas, etc.

● Shows limited organizational skills; process journal is incomplete, and lacks dates and details

● Provides basic evidence of perseverance and self-motivation

● Provides limited or basic reflections on growth as an IB learner and the process of the project.

3-4

i. develop adequate criteria for the product/outcome

ii. Present an adequate plan and record of the developmental process of the project

iii. Demonstrate adequate self-management skills

● Develop criteria/specifications that are somewhat specific, measurable, realistic, and attainable with some connections to the product/outcome.

● Develop criteria/specifications that are achievable

● Develop criteria/specifications that provide some description of a high quality product/outcome

● Create an action plan that is somewhat clear and specific

● Create a somewhat specific timeline

● Create a record of process; process journal includes few examples or research, research methods, goals, evaluation of process, reflections, supervisor meetings, diagrams, pictures, photos, sketches, ideas, etc.

● Shows some organizational skills; process journal shows some examples of organization, dates and details

● Provides some evidence of perseverance and self-motivation

● Provides some reflections on growth as an IB learner and the process of the project by providing some examples.

i. Develop substantial and ● Develop criteria/specifications that are mostly specific,

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5-6

appropriate criteria for the product/outcome

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

iii. Demonstrate substantial self-management skills

measurable, realistic, and attainable and have connections to the product/outcome.

● Develop criteria/specifications that are somewhat challenging to achieve

● Develop criteria/specifications that describe a high quality product/outcome

● Create an action plan that is clear and specific

● Create a specific timeline

● Create a record of process; process journal includes examples or research, research methods, goals, evaluation of process, reflections, supervisor meetings, diagrams, pictures, photos, sketches, ideas, etc.

● Shows organizational skills; process journal shows examples of organization, dates and details

● Provides evidence of perseverance and self-motivation

● Provides reflections on growth as an IB learner and the process of the project by providing examples.

7-8

i. develop rigorous criteria for the product/outcome

ii. Present a detailed and accurate plan and record of the development process for the project

iii. Demonstrate excellent self-management skills.

● Develop criteria/specifications that are specific, measurable, realistic, and attainable and have clear connections to the product/outcome.

● Develop criteria/specifications that are highly challenging to achieve

● Develop criteria/specifications that clearly and precisely describe a high quality product/outcome

● Create an action plan that is detailed and accurate

● Create a specific timeline that is regularly updated to account for changes to process

● Create a detailed record of process; process journal includes many examples or research, research methods, goals, evaluation of process, reflections, supervisor meetings, diagrams, pictures, photos, sketches, ideas, etc.

● Shows excellent organizational skills; process journal shows a wide range of examples of organization with dates and

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details

● Provides a wide range of evidence of perseverance and self-motivation

● Provides thoughtful reflections on growth as an IB learner and the process of the project by providing a wide range of detailed examples.

Criterion C: Taking Actioni. Create a product/outcome in response to the goal, context, and criteriaii. Demonstrate thinking skillsiii. Demonstrate communication and social skills



1-2

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

● Create a limited product/outcome that doesn’t meet most of the criteria/specifications

● Create a product/outcome that relates to the global context in a limited way

● Show evidence of limited critical thinking skills by providing limited or basic examples of:

o Recognizing problemso Drawing conclusionso Breaking down large conceptso Solving problems or changing process to

incorporate improvementso Using multiple processeso Evaluate solutions to problemso apply existing knowledge to create new ideaso use old ideas in new wayso create original ideas and worko challenging old ideas by playing with ideas and

experimentingo recognizing the value of an idea and pursuing

it

● Rarely uses clear, and concise language

● Format the report with several major errors (spacing, indentation, title page, paragraphs, etc)

● Demonstrate limited command of the conventions and

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language of standard English, including grammar, capitalization, punctuation, word choice, and spelling, making the report difficult to understand.

● Show limited meetings (if any) with supervisor and limited or no action in response to suggestions provided

3-4

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 skills

● Create a basic product/outcome that meets some of the criteria/specifications

● Create product/outcome that somewhat relates to the global context

● Show evidence of adequate critical thinking skills by providing some examples of:




it

● Sometimes use clear, and concise language

● Format the report with several minor errors or few major errors (spacing, indentation, title page, paragraphs, etc)

● Demonstrate command of language and conventions of standard English, including grammar, punctuation, capitalization, word choice, and spelling, most of the time, making parts of the report difficult to understand

● Show some meetings with supervisor and some action in response to suggestions provided

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

ii. Demonstrate substantial thinking

● Create a quality product/outcome that meets most of the criteria/specifications

● Create product/outcome that relates to the global context

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5-6

skills

iii. Demonstrate substantial communication and social skills

● Show evidence of substantial critical thinking skills by providing examples of:




it

● Uses clear, and concise language

● Format the report with minor errors (spacing, indentation, title page, paragraphs, etc)

● Demonstrate command of language and conventions of standard English, including grammar, punctuation, capitalization, word choice, and spelling, with minor errors.

● Show regular meetings with supervisor and action in response to suggestions provided

7-8

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

ii. Demonstrate excellent thinking skills

● Create a high quality product/outcome that meets most of the criteria/specifications

● Create product/outcome that relates to the global context in a clear way

● Show evidence of substantial critical thinking skills by providing a wide range of detailed and thoughtful examples of:


incorporate improvementso Using multiple processes

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iii. Demonstrate excellent communication and social skills

o Evaluate solutions to problemso apply existing knowledge to create new ideaso use old ideas in new wayso create original ideas and worko challenging old ideas by playing with ideas and


it

● Consistently uses clear, coherent, and concise language

● Format the report with very few minor errors (spacing, indentation, title page, paragraphs, etc)

● Demonstrate an excellent command of language and conventions of standard English, including grammar, punctuation, capitalization, word choice, and spelling, with few errors.

● Show regular, self-initiated meetings with supervisor and thoughtful and purposeful action in response to suggestions provided

Criterion D: Reflecting1. Evaluate the quality of the product/outcome against their criteria2. Reflect on how completing the project has extended their knowledge and understanding

of the topic and the global context3. Reflect on their development as IB learners through the project



1-2

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

● Evaluate the quality of the product/outcome against few of the criteria/specifications including a few limited examples of achievement and improvements

● Display limited evidence of how the project has extended personal knowledge, demonstrating limited understanding of the topic.

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and the global context

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

● Provide a limited reflection of how the project extended personal knowledge, demonstrating minimal awareness of the global context

● Provide a limited reflection on strengths and weaknesses as an IB learner, including few limited examples of the development of IB characteristics

3-4

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

● Evaluate the quality of the product/outcome against some of the criteria/specifications including some simple examples of achievement and improvements

● Display some evidence of how the project has extended personal knowledge, demonstrating some understanding of the topic.

● Provide some reflection of how the project extended personal knowledge, demonstrating some awareness of the global context

● Provide some reflection on strengths and weaknesses as an IB learner, including some simple examples of the development of IB characteristics

5-6

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.

● Evaluate the quality of the product/outcome against most of the criteria/specifications including many examples of achievement and improvements

● Display evidence of how the project has extended personal knowledge, demonstrating understanding of the topic.

● Provide a reflection of how the project extended personal knowledge, demonstrating an awareness of the global context

● Provide a reflection on strengths and weaknesses as an IB learner, including many examples of the development of IB characteristics

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

● Evaluate the quality of the product/outcome against all of the criteria/specifications including detailed and thoughtful examples of achievement and improvements

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7-8

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.

● Display in-depth and thoughtful evidence of how the project has extended personal knowledge, demonstrating in-depth understanding of the topic.

● Provide an in-depth and thoughtful reflection of how the project extended personal knowledge, demonstrating understanding of the global context

● Provide an in-depth and thoughtful reflection on strengths and weaknesses as an IB learner, including multiple, detailed examples of the development of IB characteristics

Scoring

Grades will be transcripted and calculated using the following grade boundaries:

MYP Mark Band – a total of scores from all four criteria

MYP Grade Letter Grade Mark Band- a total of scores from all four criteria

Letter Grade

1-5 1 1-9 F6-9 2 10-14 D10-14 3 15-18 C15-18 4 19-25 B19-23 5 26-32 A24-27 628-32 7

Additional Resources

Command Terms

Term MYP Definition

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Adequate Satisfactory or acceptable in quality or quantity.

Create To evolve from one’s own thought or imagination, as a work or an invention.

Define Give the precise meaning of a word, phrase, concept or physical quantity.

Demonstrate Prove or make clear by reasoning or evidence, illustrating with examples or practical application.

Formulate Express precisely and systematically the relevant concept(s) or argument(s).

Identify Provide an answer from a number of possibilities; recognize and state briefly a distinguishing fact or feature.

Justify Give valid reasons or evidence to support an answer or conclusion.

Limited Restricted in size, amount, or extent; few, small, or short.

Outline Give a brief account.

Present Offer for display, observation, examination or consideration.

State Give a specific name, value or other brief answer without explanation or calculation.

Substantial Ample or considerable amount and quantity.

BibliographyAll of your sources need to be cited in an MLA bibliography. Please refer to the example of an MLA bibliography provided by IBO below. Otherwise, you can find information on citing sources at the Purdue OWL website found at: https://owl.english.purdue.edu/owl/section/2/11/.

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Books:

Aeschylus, Prometheus Bound. New York, New York: Penguin Books USA Inc., 1979

Card, Orson Scott, How to Write Science Fiction and Fantasy. Cincinnati, Ohio: Writer’s Digest Books, 2001.

“Caucasus”, “Prometheus”, “Plough”, “Farming Equipment”, “Ancient Greece”, Encyclopedia Britannica. Volume 5. Chicago: William Benton, 1972.

Web Sites:

Behind the Name. August 20, 2007. Visited: February 24, 20xx. http://www.behindthename.com/random

Cleolinda’s Blog. July 24, 2006. Livejournal LLC. Visited: July 11, 20xx. http://cleolinda.livejournal.com/414193.html#cutid1

Maureen Johnson’s Blog. January 11, 2008. Blogspot. Visited: February 20, 20xx. http://maureenjohnson.blogspot.com/2008/01/thought-process.html

Interview:

Purdue, Pete. Personal interview. 1 Dec. 2000.

Gaitskill, Mary. Interview with Charles Bock. Mississippi Review 27.3 (1999): 129-50. Print.

Stein, Bob. "Computers and Writing Conference Presentation." Purdue University. Union Club Hotel, West Lafayette, IN. 23 May 2003. Keynote Address

Digital Files:

Beethoven, Ludwig van. Moonlight Sonata. Crownstar, 2006. MP3.

Bentley, Phyllis. “Yorkshire and the Novelist.” The Kenyon Review 30.4 (1968): 509-22. JSTOR. PDF file.

Works cited in this document:

International Baccalaureate Organization. Projects Guide. Maryland. 2014. Print.

The Purdue OWL Family of Sites. The Writing Lab and OWL at Purdue and

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Purdue U, 2008. Web. 3 Apr. 2014.

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