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