MYP Personal Project Criteria

Definitions

Learning goal What I (students) want to learn as a result of doing the personal project

Product What I (students) will create for their personal project and the intended purpose

Presents Offer for display, observation, examination or consideration

ATL skill(s) One or more of: communication, collaboration, organization, affective, reflection, information literacy, media literacy, critical
clusters thinking, creative thinking, transfer

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

Outline Give a brief account or summary

Describe Give a detailed account or picture of a situation, event, pattern or process

Explain Give a detailed account including reasons or causes

Detailed Give a detailed account or picture of a situation, event, pattern or process.

Evaluate Make an appraisal by weighing up the strengths and limitations.

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

PERSONAL PROJECT OBJECTIVE A: PLANNING

Objective A: Planning REPORT CHECKLIST EVIDENCE (examples only)
WHAT did you do in your project?

LEARNING GOAL & PERSONAL ★ LEARNING GOAL: Explain what you want to learn by completing this ● Brainstorms
INTEREST project ● Planning sheets
● Proposal Panel
★ Identify what initially sparked your interest in this topic & explain its
Criterion A ● A list and/or diagram of
connection to the learning goal
Strand i. interests and related learning
State a learning goal for the project and explain ○ What have you always been interested in doing? goals
how a personal interest led to that goal ★ Describe what makes your goal personal through your experiences & ● A list of possible strategies
interests to achieve personal and
1–2 ○ Include example of previous work to explain personal academic goals
states a learning goal
connection ● A diagram showing the
connections between the
 ○ Why did you pick your topic/goal? learning goal and the
3-4 states a learning goal and outlines the product
■ passion
connection between personal interest(s)
and that goal ■ personal interest
■ hobby
5-6 states a learning goal and describes ■ family connection
the connection between personal ■ cultural connection
interest(s) and that goal ■ career aspiration
7-8
■ something you wanted to learn but isn’t taught in
states a learning goal and explains the
connection between personal interest(s) school
and that goal ■ something you would work on for hours and it doesn’t
feel like “work”
★ Discuss what knowledge & skills you had before you begin this process
you could:
● Identify what you already knew about this topic from your
subjects/classes (similar projects/units you completed in school)
● Identify what you skills you already had that will help achieve your
goal
● Identify what you already knew or could do outside of a school subject
○ What skills do you want to learn or develop?
○ What knowledge do you want to gain?
○ What do you want to investigate?
● What impact do you want your project to have?:
○ How will others be impacted by your learning goal?
○ How will you be impacted by your learning goal?
○ What do you want others to understand through your work?

★ OPTIONAL: Connect the goal & Global Context to the real world through
research: why does your project matter? In what ways is it significant and worthy of
study?

PRODUCT GOAL & SUCCESS CRITERIA ★ PRODUCT GOAL: Explain what you want to do or make by completing ● Brainstorms
this project ● Planning sheets
Criterion A ○ What will your product accomplish? ● Proposal Panel
Strand ii. ● Success Criteria (final)
○ What is the purpose of your product?
State an intended product and develop appropriate ● Drafts and plans of success
success criteria for the product ○ What is the intended impact of your product? criteria
○ What form will your product take? ● Research notes that support
○ How does your product connect to your learning goal? success criteria
1–2 states their intended product
○ What do you want to achieve through your personal project
product?
★ Develop criteria that are specific, rigorous, realistic, testable
 ★ Develop criteria that are directly related to the product goal, GC (optional)
3-4 states their intended product and presents and research
basic success criteria for the product ★ Develop criteria that measure the quality of the goal
○ Include SMART Goal in your process Journal
5-6 states their intended product and presents ○ Purpose of your product?
multiple appropriate success criteria for
○ How will my criteria check my new knowledge on the topic?
the product
○ How will my criteria check the quality of my product/outcome?
7-8 states their intended product and presents ○ How will others be impacted by your product goal?
multiple appropriate, detailed success ○ How will you be impacted by your product goal?
criteria for the product ○ What do you want others to understand through your work?
★ Explain & justify criteria based on the transfer of research to product
(optional: learning goal and GC)
★ What are you envisioning for the product? What do you hope to create and
accomplish with your product?

PLAN ★ Include evidence of planning through timelines, calendars, KanBan, Scrum, ● A series of steps leading to
GANTT charts or other tools/strategies the completion of the
Criterion A ○ How did you record your project's development throughout this product
Strand iii. ● A timeline for completing
project?
Present a clear, detailed plan for achieving the short- and long-term tasks
product and its associated success criteria. ★ Include details, specifics and personal examples on planning tool ● To-do lists
○ How will you present your action plan? ● GANTT Charts
○ Set deadlines for yourself ● Long-term plan (personal)
1–2 presents a plan that is superficial or that
★ Include both short and long-term planning broken down by steps ● Annotated PP Timeline
is not focused on a product
○ How can you break your project down into smaller deadlines to ● Short-term plans with
3-4 achieve the highest level of success? details
presents a plan for achieving the product
and some of its associated success criteria ○ What short term and long term goals did you set yourself?
○ How did your action plan help you to stay on track?
5-6 presents a detailed plan for achieving the
★ Uses the PP Timeline as a guide
product and most of its associated success
criteria ○ Include deadlines set by PP Coordinator
★ Include success criteria & their targeted completion as one aspect of plan
7-8 presents a detailed plan for achieving the ○ Have you included your success criteria in your action plan?
product and all of its associated success ○ Describe how your success criteria help you to follow the plan
criteria and align with the learning and product goals?
★ Explaining the plan
○ What changes/adjustments did you have to make to your plan
and why?
○ What were the big milestones in this project?
○ If you altered your plan, can you explain why?
★ Reference a range of sources in a properly MLA formatted Works Cited
(and Works Consulted)
 PERSONAL PROJECT OBJECTIVE B: APPLYING SKILLS
Objective B: Applying Skills REPORT CHECKLIST EVIDENCE (examples only)
HOW did the ATLs contribute to the learning goal and the product?

ATL SKILLS & LEARNING GOAL ★ Identify the chosen ATL Skill(s) developed ● a series of inquiry questions
throughout the process of achieving the (research skills)
Criterion B learning goal ● sample correspondence with the
Strand i. project supervisor
Explain how the ATL skill(s) was/were applied to help achieve their learning ★ Explain how the ATL Skill(s) were applied to (communication skills)
goal help achieve the learning goal ● screenshot of daily reminders or
★ Justify strengths and limitations of chosen alerts to complete personal project
1–2 states which ATL skill(s) was/were applied to help achieve ATL Skill(s) tasks (self-management)
their learning goal ● reflection about resolving a
★ Include evidence of a broad range of chosen
ATL Skill Category conflict (social skills)
3-4 outlines which ATL skill(s) was/were applied to help achieve ● summary of prior learning that is
their learning goal, with superficial examples or evidence ★ ATL Skills relevant to the project (thinking
★ Thinking Routines skills)
5-6 describes how the ATL skill(s) was/were applied to help ★ Notes ● interview with a professional on
achieve their learning goal, with reference to examples or ★ Screenshots the topic chosen (social skills)
evidence ★ Source Evaluation

7-8 explains how the ATL skill(s) was/were applied to help

achieve their learning goal, supported with detailed Students can also use OPVL or other
examples or evidence source evaluation method.

ATL SKILLS & PRODUCT GOAL ★ Identify the chosen ATL Skill(s) developed ● a series of inquiry questions (research
throughout the process of achieving the skills)
Criterion B learning
Product goal ● sample correspondence with the
Strand ii. project supervisor (communication
Explain how the ATL skill(s) was/were applied to help achieve their product. ★ Explain how the ATL Skill(s) were applied to skills)
help achieve the learning
Product goal ● screenshot of daily reminders or alerts
1–2 states which ATL skill(s) was/were applied to help achieve ★ Justify strengths and limitations of chosen to complete personal project tasks
their product ATL Skill(s) (self-management)
★ Include evidence of a broad range of chosen ● reflection about resolving a conflict
3-4 outlines which ATL skill(s) was/were applied to help achieve ATL Skill Category (social skills)
their product, with superficial examples or evidence ● summary of prior learning that is
★ ATL Skills relevant to the project (thinking
★ Thinking Routines skills)
 ★ Notes ● interview with a professional on the
5-6 describes how the ATL skill(s) was/were applied to help ★ Screenshots topic chosen (social skills)
achieve their product, with reference to examples or ★ Source Evaluation
evidence

7-8 explains how the ATL skill(s) was/were applied to help Students can also use OPVL or other
achieve their product, supported with detailed examples or source evaluation method.
evidence

Correspondence with supervisor, Social media interactions, Expert interviews/Interview notes, Credibility /
Communicates with others giving analysis of experts, Journal reflections, Feedback and actions taken in response, Communication plans
reasons and evidence for a variety Communication letters/emails/multimodal texts developed to support or share the project, Records of negotiation, Conflict
for communicating clearly. resolution or self-advocacy, Reflections on interactions with supervisor, Active listening examples

Collaborates and works well with Essential agreement for others collaborating on your work, feedback to (and/or from) peers, working with
others while also self advocating an expert/Expert interviews/Interview notes, Feedback and actions taken in response, Social media
Collaboration interactions
giving reasons and evidence of
collaboration.

Action plan, calendar reminders, lists, timelines, GANTT Chart, Initial design sketches/Detailed Sketches,
Organization
Self-management skills accurately CAD models, Prototypes, Work breakdown calendar, Benchmark data, Progress notes
identified, with reasons and Lessons learned from setbacks, routines to enhance focus,, First attempts, Failed attempts, Partial
evidence for organization, affective Affective skills
successes, Practice logs/notes, mindfulness schedule with titles of mindfulness
and reflective skills.
Reflection Self-evaluations, status updates

Lines of inquiry, annotated bibliography, source evaluation, Research questions, Research plan, Interview
Excellent planning and organisation questions/Interview notes/Interview summaries, Search strategies (Library resources), Resource
of research. Wide range of summaries, Data collection and analysis, Analysis of existing products, Notes from reading
carefully selected sources, which Information literacy
are high quality, reliable, useful,
varied with all sources evaluated
and in-text citation used Annotated research, Venn diagrams to compare and contrast sources, research notes,, Summary of
consistently giving reasons and Media literacy
lectures/films watched, Reflections after visiting a museum, gallery or completing a workshop
evidence of research.
Pro/con lists, data analysis, Failed attempts, with annotations, Lists of questions/obstacles, Documentation
Critical thinking of problem solving/troubleshooting, Explorations of multiple perspectives, Evaluation of multiple possible
Excellent thinking skills, with solutions, Guesses/predictions, Careful observations, Problem analysis, Troubleshooting
reasons and evidence, including
creative, critical, problem-solving Creative thinking Prototypes, concept sketches, visible thinking diagrams
and transfer skills.
Transfer List of relevant prior learning, Mind Map® that connects ideas, connecting new knowledge to other interests
or school
 PERSONAL PROJECT OBJECTIVE C: REFLECTING
Objective C: Reflecting REPORT CHECKLIST PROCESS JOURNAL ENTRIES
WHY did you do this project (impact)? & EXTRACTS

IMPACT OF PRODUCT ★ Demonstrate a deeper knowledge and understanding of the topic ● summary of new knowledge or
★ Use evidence to justify new knowledge of topic gained insights related to the learning
Criterion C goal
★ Identify & explain how the student has developed as a learner, using
Strand i. ● Surveys of audience (impact)
Explain the impact of the project on themselves or their the IB Learner Profile Traits
learning ★ Discuss strengths & weaknesses (academic & personal) in reference
to the process of completing the Personal Project
1–2 states the impact of the project on themselves or ★ Identify challenges faced and solutions developed to meet those
their learning challenges
★ Consider the possible impact the project could have on future
3-4 outlines the impact of the project on themselves or
their learning learning, e.g. in the DP
★ Discuss the lasting impact of this project (see below)
5-6 describes the impact of the project on themselves
or their learning OPTIONAL
7-8 explains the impact of the project on themselves or ★ Demonstrate a deeper knowledge and understanding of the global
their learning context
★ Use evidence to justify new knowledge of global context gained

EVALUATION OF PRODUCT ★ Use the student’s product/outcome success criteria (specifications) ● evaluation of the product
to assess the product and to what extent the goal was achieved; against the success criteria
Criterion C mark the checklist & rubric to determine a final level ● images showing key features
Strand ii. of the product
Evaluate the product based on the success criteria. ★ Evaluate the quality of the product/outcome by justifying the ● analysis of the causes for
reasons for the final level awarded with specific examples used success and/or failure
★ What did you ACTUALLY create? How successful were you at ● Audience reviews & survey
1–2 states whether the product was achieved
creating it? ● Meeting with supervisor notes
3-4 states whether the product was achieved, partially
supported with evidence or examples OPTIONAL
★ Explain any changes made to the product/outcome during the
5-6 evaluates the product based on the success criteria,
process and why changes were made
partially supported with evidence or examples
★ Identify possible improvements to the product/outcome
7-8 evaluates the product based on the success criteria,
fully supported with specific evidence or detailed
examples