Sunday, June 3, 2012

Journal - Appendix 8

There are some things I understood and still have not understand about defining my goal. Grade 9 and the teachers had a meeting about criterion B alone. The things I understood from the meeting is how to fill in the table or some sort of mind-map that suppose to help me define my goal, I understood how to come up with my inquiry question, I also understood how to come up with the research questions that follows my inquiry question. I am not so sure about my project description because it might change and I'm also unsure about what will happen if not all my specifications are fulfilled. What I don't understand at all is the timeline, how am I suppose to create it? I still don't know how much time I have to do my project (according to the school's schedule).
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Appendix 8 - Criterion B. Define the Goal





INQUIRY QUESTION:
How can and will an artwork or an artistic program help women living with breast cancer to accept it?
GUIDING QUESTIONS OF MY RESEARCH:
  • How can art affect the mentality of human that will help women living with breast cancer?
  • How does the women living with breast cancer feel about having to live with that disease?
  • What are the emotional needs of women with breast cancer?
  • What are the mental disorders that might occur when women found out they have breast cancer?
  • What are some artistic work or program I can design to help women living with breast cancer live through it?
            DESCRIPTION OF THE PROJECT: 
My  product will be either an artwork or an art therapy program that will help women with breast cancer accept their unfortunate health condition.
            PROJECT’s OUTCOME SPECIFICATIONS:    
The specifications of my project’s outcome is that (1) it has to be either an artwork or an artistic therapy, (2) must be designed specifically to help women with breast cancer, (3) should be able to make in 1 and a half months, (4) should provide at least half the emotional needs that women with breast cancer needs, (5) should successfully affect the mentality of those women and help them (mentally) deal with breast cancer.
           TIMELINE TO ACHIEVE MY GOAL.  The planning must be adjusted to School Personal Project Timeline
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Appendix 7 - MLA Documentation


Using and Citing Research
______________________________________________________________________

Four rules for using direct quotations in your proposal:

  • Quotations should never stand alone; they need to be introduced or followed by your own words WITHIN the same sentence containing the quotation.

Wrong:
An editorial in the New York Times comments on the situation.  “The war in Iraq has been the most divisive issue in US foreign policy in the last ten years” (Smith 99).

Correct:
An editorial in the New York Times comments on the situation by saying, “The war in Iraq has been the most divisive issue in US foreign policy in the last ten years” (Smith 99).

Correct:
“The war in Iraq has been the most divisive issue in US foreign policy in the last ten years” (Smith 99), comments an editorial in the New York Times.

  • When you integrate a direct quotation into your own sentence, the final sentence must be a grammatically correct, COMPLETE sentence.

Wrong:
An editorial in the New York Times comments on the situation, “The war in Iraq has been the most divisive issue in US foreign policy in the last ten years” (Smith 99).

Correct:
An editorial in the New York Times comments on the situation; the author states, “The war in Iraq has been the most divisive issue in US foreign policy in the last ten years” (Smith 99).

  • You can use a colon to introduce the quotation, but do not overuse this technique.

An editorial in the New York Times comments on the situation: “The war
in Iraq has been the most divisive issue in US foreign policy in the last ten years” (Smith 99).

  • If your quotation will run more than four lines of typed text in YOUR written document, you must make it a block quotation:
    • no quotation marks
    • single-spaced
    • ten spaces indented for just the quotation
    • parenthetical citations go after the period



Differences between Paraphrasing and Direct Quotation


Method:
Plagiarism occurs with:
Paraphrase – using your own words to summarize the words of another author.
  • Unclear attribution of ideas paraphrased
  • Unclear or missing citation without attribution in sentence.
  • Unclear distinction between your ideas and words and the ideas covered by the paraphrase
Direct Quotation – taking the exact words from another author’s work and transferring them word-for-word into your own work.
  • Inaccurate or missing quotation marks
  • Inaccurate or missing citation, either in the sentence or in the end parenthetical


Citation Basics

Name in main sentence, page citation in parenthetical at end of sentence:
Smith states in his editorial, “The war in Iraq has been the most divisive issue in US foreign policy in the last ten years” (99).

Name and page citation in parenthetical at end of sentence:
An author of an editorial in the New York Times states, “The war in Iraq has been the most divisive issue in US foreign policy in the last ten years” (Smith 99).

Name, page citation, and title of work in parenthetical at end of sentence when author has more than one work cited:
An author of an editorial in the New York Times states, “The war in Iraq has been the most divisive issue in US foreign policy in the last ten years” (Smith “Iraq is the Real Problem” 99).

When to do what method is dictated by the relevance of the quotation, author, and context within your proposal or paper.  This knowledge will come with more writing, revision, and practice.
QUOTATION EXERCISE:
Read the following article and answer one of the questions below.
President Lincoln delivered the 272 word Gettysburg Address on November 19, 1863 on the battlefield near Gettysburg, Pennsylvania.
Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal.
Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battle-field of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this.
But, in a larger sense, we can not dedicate -- we can not consecrate -- we can not hallow -- this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us -- that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion -- that we here highly resolve that these dead shall not have died in vain -- that this nation, under God, shall have a new birth of freedom -- and that government of the people, by the people, for the people, shall not perish from the earth.
on May 7, 2012.
Answer one of the following questions using a quote from the Gettysburg Addess to support your answer.  Write your answer in 3 ways:  indirect quotation (paraphrase), direct quotation within a sentence, and direct quotation as it’s own sentence which supports your thoughts.
1.  Why was the civil war fought?
2.  Why can the field not truly be dedicated as a final resting place?
During his delivery of the Gettysburg Address, President Lincoln stated, “The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract.”(Lincoln)
  1. What is the job of the living?
The job of the living is to finish the work of which those who died had started, to continue what they weren’t able to finish so t
Formatting your paper:
Please follow MLA guidelines.  A good website, used my many educators around the world, to go to for instructions on the MLA format is:
Some general formatting rules for your papers are as follows:
  1. Set your margins to 1” (top, bottom, left and right).
  2. Headers/Footers should be at ½”.
  3. Set your paragraph spacing to Double Space (2.0) and ensure that there is NO spacing either before or after a paragraph.
  4. Use an easily read font.  It is often recommended that you use Times New Roman, size 12.
  5. If you are using Headings within your paper, they should be in all capital letters and change the font to BOLD.  Subheadings are in BOLD as well, but not capitalized.
  6. Hit <CTRL><ENTER> to start a new page.
  7. Because you are going to use a Title Page, you do not need a heading with your name, class, etc. on the first page of your report.
  8. Page numbers begin on the first page of your report (not the Table of Contents) and go through the last page of the report (including the Works Cited page and Appendices).  The format for a page number is as follows:
  • It should be on the top of the page at the right hand margin.
  • Should include your name and page number
ex.  If your name is John Smith, it would be Smith 1
For formatting of Table of Contents, Works Cited, and Appendices pages, please see the website given above.
HOW TO SET PAGE NUMBERS:
1.  Make sure you are at the very beginning of the body of your report.  Go to the INSERT tab.
2.  Choose PAGE NUMBER.  Choose TOP OF PAGE and PLAIN NUMBER 3.
3.  Then go to HEADER and choose EDIT HEADER.
4.  Check the box which says DIFFERENT FIRST PAGE.  Then delete the page number from page 1.
5.  Go to the top of page 2 and type your last name before the page number.  Then hit CLOSE HEADER/FOOTER  
     This should fix your page numbering until the end of the paper.
Making a Works Cited Page:  from http://owl.english.purdue.edu/owl/resource/747/05/
According to MLA style, you must have a Works Cited page at the end of your research paper. All entries in the Works Cited page must correspond to the works cited in your main text.
Basic Rules
  • Begin your Works Cited page on a separate page at the end of your research paper. It should have the same one-inch margins and last name, page number header as the rest of your paper.
  • Label the page Works Cited (do not italicize the words Works Cited or put them in quotation marks) and center the words Works Cited at the top of the page.
  • Double space all citations, but do not skip spaces between entries.
  • Indent the second and subsequent lines of citations five spaces so that you create a hanging indent.
  • List page numbers of sources efficiently, when needed. If you refer to a journal article that appeared on pages 225 through 250, list the page numbers on your Works Cited page as 225-50.
Additional Basic Rules New to MLA 2009
  • For every entry, you must determine the Medium of Publication. Most entries will likely be listed as Print or Web sources, but other possibilities may include Film, CD-ROM, or DVD.
  • Writers are no longer required to provide URLs for Web entries. However, if your instructor or publisher insists on them, include them in angle brackets after the entry and end with a period. For long URLs, break lines only at slashes.
  • If you're citing an article or a publication that was originally issued in print form but that you retrieved from an online database, you should type the online database name in italics. You do not need to provide subscription information in addition to the database name.
Capitalization and Punctuation
  • Capitalize each word in the titles of articles, books, etc, but do not capitalize articles (the, an), prepositions, or conjunctions unless one is the first word of the title or subtitle: Gone with the Wind, The Art of War, There Is Nothing Left to Lose.
  • New to MLA 2009: Use italics (instead of underlining) for titles of larger works (books, magazines) and quotation marks for titles of shorter works (poems, articles)
Listing Author Names
Entries are listed alphabetically by the author's last name (or, for entire edited collections, editor names). Author names are written last name first; middle names or middle initials follow the first name:
Burke, Kenneth
Levy, David M.
Wallace, David Foster
Do not list titles (Dr., Sir, Saint, etc.) or degrees (PhD, MA, DDS, etc.) with names. A book listing an author named "John Bigbrain, PhD" appears simply as "Bigbrain, John"; do, however, include suffixes like "Jr." or "II." Putting it all together, a work by Dr. Martin Luther King, Jr. would be cited as "King, Martin Luther, Jr.," with the suffix following the first or middle name and a comma.
More than One Work by an Author
If you have cited more than one work by a particular author, order the entries alphabetically by title, and use three hyphens in place of the author's name for every entry after the first:
Burke, Kenneth. A Grammar of Motives. [...]
---. A Rhetoric of Motives. [...]
When an author or collection editor appears both as the sole author of a text and as the first author of a group, list solo-author entries first:
Heller, Steven, ed. The Education of an E-Designer.
Heller, Steven and Karen Pomeroy. Design Literacy: Understanding Graphic Design.
Work with No Known Author
Alphabetize works with no known author by their title; use a shortened version of the title in the parenthetical citations in your paper. In this case, Boring Postcards USA has no known author:
Baudrillard, Jean. Simulacra and Simulations. [...]
Boring Postcards USA. [...]
Burke, Kenneth. A Rhetoric of Motives. [...]
MLA Documentation (taken from http://owl.english.purdue.edu/handouts/research/r_mla.html)

Book with one author
Henley, Patricia. The Hummingbird House. Denver: MacMurray, 1999.
Book with more than one author
Gillespie, Paula, and Neal Lerner. The Allyn and Bacon Guide to Peer Tutoring. Boston: Allyn, 2000.
Essay in a collection
Harris, Muriel. "Talk to Me: Engaging Reluctant Writers." A Tutor's Guide: Helping Writers One to One.
Ed. Ben Rafoth. Portsmouth, NH: Heinemann, 2000. 24-34.
Magazine or newspaper article
Poniewozik, James. "TV Makes a Too-Close Call." Time 20 Nov. 2000: 70-71.
Essay in a journal with continuous pagination
Allen, Emily. "Staging Identity: Frances Burney's Allegory of Genre." Eighteenth-Century Studies 31 (1998): 433-51.
Essay in a journal that pages each issue separately
Duvall, John N. "The (Super)Marketplace of Images: Television as Unmediated Mediation in DeLillo's White Noise." Arizona Quarterly 50.3 (1994): 127-53.
Web site examples
Felluga, Dino. Undergraduate Guide to Literary Theory. 17 Dec. 1999. Purdue University. 15 Nov. 2000 <http://omni.cc.purdue.edu%7Efelluga/theory2.html>. Purdue Online Writing Lab. 2003. Purdue University. 10 Feb. 2003 <http://owl.english.purdue.edu>.
Article on a web site
Poland, Dave. "The Hot Button." Roughcut. 26 Oct. 1998. Turner Network Television. 28 Oct. 1998 <http://www.roughcut.com>.
Online journal article
Wheelis, Mark. "Investigating Disease Outbreaks Under a Protocol to the Biological and Toxin Weapons Convention." Emerging Infectious Diseases 6.6 (2000): 33 pars. 5 Dec. 2000 <http://www.cdc.gov/ncidod/eid/vol6no6/wheelis.htm>.
Another very easy way to create an MLA formatted Works Cited page is to use the References tab in Microsoft Word.
  1. Click on the REFERENCES tab.
  2. Change the Style to MLA.
  3. Click on MANAGE SOURCES
  4. Click NEW to add a new source.
  5. Once you have added all your sources, change Bibliography to Works Cited and it will insert a page for you.  You may have to fix formatting.
Works Cited
Orwell, George. Animal Farm. Orlando: Signet Classics Printing, 1996.
Purdue Univeristy. Purdue Online Writing Lab. 3 May 2012. 8 May 2012 
<http://owl.english.purdue.edu/owl/resource/747/05/>.
What is an Appendix?
According to eHow.com, “An appendix is a collection of different types of materials that complement the main subject of a book, essay or report. This material is referenced in the main text and can be found at the end of the work. For a report, an appendix might include specific references, statistics, where to find further information, graphs and charts.” (May 2012)
For your Personal Project report, the appendix is where you would include such things as:  conducted surveys, transcripts of interviews, photos which were relevant to research but not specifically mentioned in your report, and any other material which you want your reader to be able to find but is not required in the body of your report.
Appendices can be either numbered or lettered, but stick to one style.  You should not mix information from different sources in one appendix. For example, if you did a survey of 20 students, the results of the survey would be one appendix.  If you do two different surveys, each survey must be in its own appendix.
One way appendices are valuable is that you can put raw data from a survey in an appendix and then simply insert a table or graph which shows the overall results of the survey.
Inserting a Table or Graph into Your Paper
This can be done entirely in Microsoft Word, just make sure you make all of the changes necessary.
1.  Go to the INSERT tab and choose the desired CHART type.
2.  It will open an Excel document for you to input your data.  The Categories are the vertical
     axis of the chart, and the Series are the horizontal axis.  Be sure you change the names to
     fit your results.
3.  You will need to type in titles and labels for your chart.  These can be done by inserting
      text boxes.
You might also choose to create a complete graph in another program and take a screen shot of the graph. Then you can simply insert a picture into your paper.  Please ensure that photos are not too large.  A good rule of thumb is that they should be resized show that they clearly show relevant information but do not take up more than 1/3 of the page.
pastedGraphic.pdf 


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Journal - May 8th, 2012

Today is the first day of the induction. We learned about a lot of things. I understood how the AOI diagrams work, I also understood the effective way of matching them. Today I understood more of what is expected of me from personal project. Before yesterday I was still confused on what I should do but yesterday Ibu Lisa made it clear. I also understood how the teacher or the moderator will be grading our criteria B. I understood the things I need to write for that criteria. I understand that plagiarism is strictly forbidden. I sort of understand the citing format, but there are still some things that I need help on. I am also a little bit confused on how I should plan my time in the future. How much time do I get to do my project? Since mine require a little bit of community and service, will I be allowed to go during school hours? I don't understand whether or not my idea is a personal project kind.


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Appendix 6 - Personal Project Criteria with TSC


Criterion A: Use the process journal
Students must show:
  • organizational skills through time and self-management - attention to deadlines & procedures, self-motivation
  • communication and collaboration with the supervisor - initiative taken in making & keeping appointments with the supervisor
  • information literacy, thinking and reflection.
Look for these in the:
    • Process journal
    • Supervisor’s own reflection on student/supervisor meetings
Criterion A: Use the process journal
Students should:
  • demonstrate organisational skills showing time- and self-management
  • communicate and collaborate with the supervisor
  • demonstrate information literacy, thinking and reflection.
The section “Completing the project” in this guide has guidance concerning the type of evidence that students should include in the process journal. Supervisors should also refer to the areas of interaction section in the guide MYP: From principles into practice (August 2008), for specific guidance concerning ATL.
Glossary:
Students should: 1)demonstrate organizational skills showing time- and self-management, 2)communicate and collaborate with the supervisor, 3)demonstrate information literacy, thinking and reflection.

Level of Achievement
Descriptor
Task Specific Clarifications
0
The student has not reached a standard described by any of the descriptors given below.
1
The student demonstrates minimal:
  • organizational skills through time and self-management
  • communication and collaboration with the supervisor
  • information literacy, thinking and reflection.
  • The student’s journal is organized; many journal entries need more details for the student’s process.
  • The journal has not been consistently updated throughout the process; several lapses occur.  (more than 4 times late or missed)
  • The student does not arrange meetings or communicate well with the supervisor.
2
The student demonstrates some:
  • organizational skills through time and self-management
  • communication and collaboration with the supervisor
  • information literacy, thinking and reflection. 
  • The student’s journal is organized; 3-4 journal entries could contain more details for the process.
  • The journal has been updated throughout the process; more than 2 brief lapses may occur. (max 4 times late or missed)
  • The student arranges meetings and communicates with the supervisor at least 1 time every month.
3
The student demonstrates satisfactory:
  • organizational skills through time and self-management
  • communication and collaboration with the supervisor
  • information literacy, thinking and reflection.
  • The student’s journal is organized; 1-2 journal entries could contain more details for the process.
  • The journal has been updated throughout the process; usually meeting all deadlines for submission (max 2 times late or missed)
  • The student arranges meetings and communicates with the supervisor at least 2 times every month.
4
The student demonstrates well-developed:
  • organizational skills through time and self-management
  • communication and collaboration with the supervisor
  • information literacy, thinking and reflection.
  • The student’s journal is organized, contains a detailed journey of the process, and has been consistently updated throughout the process.
  • The student has consistently met all deadlines for journal submissions.
  • The student arranges meetings and communicates with the supervisor at least 2 times every month.
 
Criterion B: Define the goal
Students must:
  • identify and explain a topic based on personal interest
  • justify one focus area of interaction as a context for the project 
  • outline a clear, achievable, challenging goal
  • create specifications that will be used to evaluate the project’s outcome/product.
Look for these in the:
  • Intro
Criterion B: Define the goal
Students should:
  • identify and explain a topic based on personal interest
  • justify one focus area of interaction as a context for the project 
  • outline a clear, achievable, challenging goal
  • create specifications that will be used to evaluate the project’s outcome/product.
The specifications for the product/outcome created by the student, in consultation with the project supervisor, are used to evaluate the success of the project.
These student-created specifications for their product/outcome link to criterion E, in which the student evaluates his or her outcome/product.
 Glossary
  1. Students should:     1)identify and explain a topic based on personal interest, 2)justify one focus area of interaction as a context for the project, 3)outline a clear, achievable, challenging goal
  • Outline Give a brief account.
  • Describe Give a detailed account or picture of a situation, event, pattern or process.
  • Justify Give valid reasons or evidence to support an answer or conclusion.
  1. Students should create specifications that will be used to evaluate the project’s outcome/product.
  • Lack of definition:  Complete specifications without definition
  • Satisfactory :  Complete Specifications with definition
  • Appropriately rigorous :  Complete specifications which has quality, with definition supported by research

Level of Achievement
Descriptor
Evidence
Task Specific Clarifications
0
The student has not reached a standard described by any of the descriptors given below.

1
The student:
  • identifies the topic of interest, a focus area of interaction and a limited goal
  • creates minimal specifications to evaluate the project’s outcome/product or none at all.
  • Identify Provide an answer from a number of possibilities. Recognize and state briefly a              distinguishing fact or feature 
  • Minimal :  No specifications/incomplete, not related to the goal
2
The student:
  • outlines superficially the topic of interest, the focus area of interaction and an achievable goal
  • creates specifications for evaluating the project’s outcome/product, however they lack definition.
  • Outline Give a brief account.
  • Lack of definition:  Complete specifications without definition
3
The student: 
  • describes clearly the topic of interest, the focus area of interaction and an achievable and appropriately challenging goal
  • creates satisfactory specifications for evaluating the project’s outcome/product.
  • Describe Give a detailed account or picture of a situation, event, pattern or process. 
  • Satisfactory :  Complete Specifications with definition
4
The student: 
  • justifies effectively the topic of interest, the focus area of interaction and an achievable and appropriately challenging goal
  • creates appropriately rigorous specifications for evaluating the project’s outcome/product.
  • Justify Give valid reasons or evidence to support an answer or conclusion 
  • Appropriately rigorous :  Complete specifications which has quality, with definition supported by research
 
Criterion C: Select sources
Students must:
  • select varied, relevant sources to achieve the goal - evidence of the selection of primary & secondary data from a variety of sources
  • evaluate sources.
Look for these in the:
  • Body
  • Bibliography/Reference list
  • Appendices
Criterion C: Select sources
Maximum: 4
Students should:
  • select varied, relevant sources to achieve the goal
  • evaluate sources.
Evidence will be seen in the body of the report and the bibliography.

Level of Achievement
Descriptor
Task Specific Clarifications
0
The student has not reached a standard described by any of the descriptors given below.

1
The student:
  • selects very few relevant sources to achieve the goal
  • demonstrates minimal evaluation of sources.
  • Compile bibliography with missing elements
  • Less than 50%  in-text citation is stated
  • Include 25% research on aspect related to the subject matter (Majority of resources is irrelevant)
2
The student:
  • selects some relevant sources to achieve the goal
  • demonstrates some evaluation of sources.
  • Compile bibliography with most element presented
  • 3 different types of resources only
  • At least 50% In-text citation is stated
  • Include 50% research on aspect related to the subject matter
3
The student:
  • selects a satisfactory variety of relevant sources to achieve the goal
  • demonstrates satisfactory evaluation of sources.
  • Compile detailed bibliography
  • Use up to 5 different types of resources (eg. Books, internet, DVD, CD-Roms & interview)
  • Complete in-text citation or at least 50% used builds argument 
  • Include 75% research on aspect related to the subject matter
4
The student:
  • selects a wide variety of relevant sources to achieve the goal
  • demonstrates well-developed evaluation of sources.
  • Compile detailed bibliography
  • Use at least 5 different types of resources (eg. Books, internet, DVD, CD-Roms & interview). Each resource could be justified with other typical resource for credibility 
  • Note each contact with resources in bibliography (eg. Called a resource on phone 3 times, all must be noted in bibliography)
  • Complete In-text citation used builds the argument 
  • Include research on all aspect related to the subject matter (eg. Provide a definition from subject matter-from goal-from different resources as validation)
 Criterion D: Apply information
Students must:
  • transfer and apply information to make decisions, create solutions and develop understandings in connection with the project’s goal
Look for these in the:
  • Body
Criterion D: Apply information 
Maximum: 4
Students should:
  1. transfer and apply information to make decisions, create solutions and develop understandings in connection with the project’s goal.
Students interpret the information from sources they have researched and selected. By thinking about the information, students develop a broader context for their inquiry; identify questions and issues for their project and solve problems.
Students may have researched information relating to techniques, which can be discussed in the context of this objective.

Level of Achievement
Descriptor
Task Specific Clarification
0
The student has not reached a standard described by any of the descriptors given below.
1
The student demonstrates minimal:
transfer and application of information to make decisions, create solutions and develop understandings in connection with the project’s goal.
Various resources are minimally used to justify:
  • Decisions pertaining to achieving goal specifications
  • Techniques used to create the product
2
The student demonstrates some:
transfer and application of information to make decisions, create solutions and develop understandings in connection with the project’s goal.
Various resources are somewhat used to justify:
  • Decisions pertaining to achieving goal specifications
  • Techniques used to create the product
3
The student demonstrates satisfactory:
transfer and application of information to make decisions, create solutions and develop understandings in connection with the project’s goal.
Various resources are satisfactorily used to justify:
  • Decisions pertaining to achieving goal specifications
  • Techniques used to create the product
4
The student demonstrates well-developed:
transfer and application of information to make decisions, create solutions and develop understandings in connection with the project’s goal.
Various resources are used effectively to justify:
  • Decisions pertaining to achieving goal specifications
  • Techniques used to create the product
 Criterion E: Achieve the goal
Students must:
  • evaluate the outcome/product against their own specifications for success.
Look for this in the:
  • Body
Criterion E: Achieve the goal
Maximum: 4
Students should:
  1. evaluate the outcome/product against their own specifications for success.
The final level awarded is decided in collaboration with the supervisor.
It is crucial that the specifications are developed by the student before completing the project (see criterion B). The student must discuss any changes in the specifications that took place during the process in his or her report. Where a student does not complete the outcome/product because of factors outside of his or her control, criterion E applies to the stage that the project reached.
This criterion is not adjusted in the external moderation process.
Glossary
  1. Students should evaluate the outcome/product against their own specifications for success:
  1. Quality of product
    • Very Limited The product is not completed
    • Limited The product is completed however, aesthetics (Neatness and decorations) and function purposes are not served.
    • Satisfactory The product is completed however only aesthetics (Neatness and decorations) or function purpose is served  
    • High The product is completed with aesthetics (Neatness and decorations) and function purposes are served.
  1. Design Specifications coverage
    • Few up to 25% of design specifications are met
    • Some 26-50% of design specifications are met
    • Many 51-75% of design specifications are met
    • Most or all More than 76% design specifications are met

Level of Achievement
Descriptor
Task Specific Clarification
0
The student has not reached a standard described by any of the descriptors given below.
1
The student evaluates the quality of the outcome/product.
The outcome/product is of very limited quality and meets few of the specifications.
  • The product is completed but is of poor quality based on specified goals
  • No more than 25% of design specifications are met and poorly evaluated
2
The student evaluates the quality of the outcome/product.
The outcome/product is of limited quality and meets some of the specifications.
  • The product is completed and is of limited quality based on specified goals
  • 26-50% of design specifications are met and simplistically evaluated
3
The student evaluates the quality of the outcome/product.
The outcome/product is of satisfactory quality and meets many of the specifications.
  • The product is completed and is of satisfactory quality based on specified goals
  • 51-75% of design specifications are met and adequately evaluated
4
The student evaluates the quality of the outcome/product.
The outcome/product is of high quality and meets most or all of the specifications.
  • The product is completed and is of high quality based on specified goals
  • More than 76% of design specifications are met and thoroughly evaluated
 
Criterion F: Reflect on learning
Students must:
  • reflect on how completing the project has extended their knowledge and understanding of the topic and the focus area of interaction
  • reflect on how they have developed as a learner by completing the project.
Look for this in the:
  • Body and or conclusion
Criterion F: Reflect on learning
Maximum: 4
Students should:
  1. reflect on how completing the project has extended their knowledge and understanding of the topic and the focus area of interaction
  2. reflect on how they have developed as a learner by completing the project.
This criterion addresses the quality of ideas expressed not the quality of language used. 
Glossary
Students should  1)reflect on how completing the project has extended their knowledge and understanding of the topic and the focus area of interaction  2)reflect on how they have developed as a learner by completing the project.

Level of Achievement
Descriptor

0
The student has not reached a standard described by any of the descriptors given below.
1
The student demonstrates minimal:
  • reflection on how completing the project has extended his or her knowledge and understanding of the topic and focus area of interaction
  • reflection on how he or she has developed as a learner by completing the project.
Limited reflections demonstrate how the project has:
  • extended knowledge in the area
  • given greater understanding of the components of the chosen AOI
  • developed them as a learner
2
The student demonstrates some:
  • reflection on how completing the project has extended his or her knowledge and understanding of the topic and focus area of interaction
  • reflection on how he or she has developed as a learner by completing the project.
Basic reflections demonstrate how the project has:
  • extended knowledge in the area
  • given greater understanding of the components of the chosen AOI
  • developed them as a learner
3
The student demonstrates satisfactory:
  • reflection on how completing the project has extended his or her knowledge and understanding of the topic and focus area of interaction
  • reflection on how he or she has developed as a learner by completing the project.
Satisfactory reflections demonstrate how the project has:
  • extended knowledge in the area
  • given greater understanding of the components of the chosen AOI
  • developed them as a learner
4
The student demonstrates well-developed:
  • reflection on how completing the project has extended his or her knowledge and understanding of the topic and focus area of interaction
  • reflection on how he or she has developed as a learner by completing the project.
In depth reflections demonstrate how the project has:
  • extended knowledge in the area
  • given greater understanding of the components of the chosen AOI
  • developed them as a learner

Criterion G: Report the project
The report might be in a format other than written, for example, it might be an oral presentation or a multi-media presentation.
Students must:
  • organize the project report according to the required structure
  • communicate clearly, coherently and concisely, within required limits
  • acknowledge sources according to recognized conventions.
Look for these in the:
  • Complete report
Criterion G: Report the project
Maximum: 4
Students should:
  1. organize the project report according to the required structure
  2. communicate clearly, coherently and concisely, within required limits
  3. acknowledge sources according to recognized conventions.
This criterion will include judgments about presentation, writing (or speaking) conventions, mechanics, grammar, word choice, voice, audience, for example.

Level of Achievement
Descriptor
Indicators
0
The student has not reached a standard described by any of the descriptors given below.
1
The student demonstrates:
  • minimal organization of the project report according to the required structure
  • communication, which is rarely clear, coherent and concise and may not meet required limits 
  • inaccurate use of recognized conventions to acknowledge sources or no acknowledgement of sources.
  • Does not Includes all sections of the report
  • Communication is rarely clear or easily understood
  • Word count is less than 3000
  • In-text citations are rarely properly formatted
2
The student demonstrates:
  • some organization of the project report according to the required structure
  • communication, which is sometimes clear, coherent and concise and is within required limits 
  • some accurate use of recognized conventions to acknowledge sources.
  • Includes all sections of the report in proper MLA format
  • Communication is sometimes clear and easily understood
  • Word count is less than 3500 (±10%)
  • Some in-text citations are properly formatted
3
The student demonstrates:
  • satisfactory organization of the project report according to the required structure
  • communication, which is generally clear, coherent and concise and is within required limits 
  • generally accurate use of recognized conventions to acknowledge sources.
  • Includes all sections of the report in proper MLA format
  • Most communication is clear and easily understood
  • Word count is within 3500 (±10%)
  • Most in-text citations are properly formatted
4
The student demonstrates:
  • consistent organization of the project report according to the required structure
  • communication, which is clear, coherent and concise and is within required limits 
  • accurate use of recognized conventions to acknowledge sources, possibly with minor errors. 
  • Includes all sections of the report in proper MLA format
  • Communication is clear and easily understood
  • Word count is within 3500 (±10%)
  • All in-text citations are properly formatted
 
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