PERSONAL PROJECT OBJECTIVE A: PLANNING
Objective A: Planning REPORT CHECKLIST EVIDENCE (examples only)
LEARNING GOAL & ❏ LEARNING GOAL: Explain what you want to learn by completing this project ● Brainstorms
PERSONAL INTEREST ❏ Identify what initially sparked your interest in this topic & explain its connection ● Planning sheets
● Proposal Panel
to the learning goal ● A list and/or diagram of
❏ Describe what makes your goal personal through your experiences & interests and related learning
interests goals
Criterion A ❏ Discuss what knowledge & skills you had before you begin this process ● A list of possible strategies to
Strand i. achieve personal and academic
you could:
State a learning goal for goals
● Identify what you already knew about this topic from your ● A diagram showing the
the project and explain
how a personal interest subjects/classes (similar projects/units you completed in school) connections between the
led to that goal ● Identify what you skills you already had that will help achieve your goal learning goal and the product
● Identify what you already knew or could do outside of a school subject
❏ 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 & ❏ PRODUCT GOAL: Explain what you want to do or make by completing this ● Brainstorms
SUCCESS CRITERIA project ● Planning sheets
● Proposal Panel
❏ Develop criteria that are specific, rigorous, realistic, testable ● Success Criteria (final)
Criterion A ❏ Develop criteria that are directly related to the product goal, GC (optional) ● Drafts and plans of success
Strand ii. and research criteria
State an intended product ❏ Develop criteria that measure the quality of the goal ● Research notes that support
and develop appropriate success criteria
❏ Explain & justify criteria based on the transfer of research to product (optional:
success criteria for the
product learning goal and GC)
PLAN ❏ Include evidence of planning through timelines, calendars, GANTT charts or other ● A series of steps leading to the
tools/strategies completion of the product
● A timeline for completing short-
❏ Include details, specifics and personal examples on planning tool and long-term tasks
Criterion A
Strand iii. ❏ Include both short and long-term planning broken down by steps ● To-do lists
Present a clear, detailed ❏ Uses the PP Timeline as a guide ● GANTT Charts
plan for achieving the ● Long-term plan (personal)
❏ Include success criteria & their targeted completion as one aspect of plan
product and its associated ● Annotated PP Timeline (from
success criteria. ❏ Reference a range of sources in a properly APA formatted Works Cited (and Mr. Dzorpata)
Works Consulted) ● Short-term plans with details
Created by Amber J. Rhinehart, MYP Coordinator, Lincoln Community School, Accra, Ghana
PERSONAL PROJECT OBJECTIVE B: APPLYING SKILLS
Objective B: Applying Skills REPORT CHECKLIST EVIDENCE (examples only)
AtL SKILLS & LEARNING ❏ Identify the chosen AtL Skill(s) developed throughout the process of ● a series of inquiry questions
GOAL achieving the learning goal (research skills)
● sample correspondence with the
❏ Explain how the AtL Skill(s) were applied to help achieve the learning
project supervisor
goal (communication skills)
Criterion B ❏ Justify strengths and limitations of chosen AtL Skill(s) ● screenshot of daily reminders or
Strand i. ❏ Include evidence of a broad range of chosen AtL Skill Category alerts to complete personal
explain how the ATL skill(s) project tasks (self-management)
was/were applied to help achieve ❏ AtL Skills Google Site Page
● reflection about resolving a
their learning goal ❏ Comprehensive list of AtL Skills conflict (social skills)
● summary of prior learning that
is relevant to the project
(thinking skills)
● interview with a professional on
the topic chosen
AtL SKILLS & PRODUCT ❏ Identify the chosen AtL Skill(s) developed throughout the process of ● a series of inquiry questions
GOAL achieving the learning goal (research skills)
● sample correspondence with the
❏ Explain how the AtL Skill(s) were applied to help achieve the learning project supervisor
Criterion B goal (communication skills)
Strand ii. ❏ Justify strengths and limitations of chosen AtL Skill(s) ● screenshot of daily reminders or
explain how the ATL skill(s) ❏ Include evidence of a broad range of chosen AtL Skill Category alerts to complete personal
was/were applied to help achieve project tasks (self-management)
their product. ❏ AtL Skills Google Site Page ● reflection about resolving a
❏ Comprehensive list of AtL Skills conflict (social skills)
● summary of prior learning that
is relevant to the project
(thinking skills)
● interview with a professional on
the topic chosen
Created by Amber J. Rhinehart, MYP Coordinator, Lincoln Community School, Accra, Ghana
PERSONAL PROJECT OBJECTIVE C: REFLECTING
Objective C: REPORT CHECKLIST PROCESS JOURNAL
Reflecting ENTRIES & EXTRACTS
IMPACT OF ❏ Demonstrate a deeper knowledge and understanding of the topic ● summary of new
PRODUCT ❏ Use evidence to justify new knowledge of topic gained knowledge or insights
related to the learning
Criterion C ❏ Identify & explain how the student has developed as a learner, using the IB Learner goal
Strand i. Profile Traits ● Surveys of audience
Explain the impact of the ❏ Discuss strengths & weaknesses (academic & personal) in reference to the process of (impact)
project on themselves or completing the Personal Project
their learning
❏ Identify challenges faced and solutions developed to meet those challenges
❏ Consider the possible impact the project could have on future learning, e.g. in the DP
❏ Discuss the lasting impact of this project (see below)
OPTIONAL
❏ Demonstrate a deeper knowledge and understanding of the global context
❏ Use evidence to justify new knowledge of global context gained
EVALUATION OF ❏ Use the student’s product/outcome success criteria (specifications) to assess the product ● evaluation of the
PRODUCT and to what extent the goal was achieved; mark the checklist & rubric to determine a product against the
success criteria
final level
● images showing key
Criterion C ❏ Evaluate the quality of the product/outcome by justifying the reasons for the final level features of the product
Strand ii. awarded with specific examples used ● analysis of the causes
Evaluate the product based for success and/or
on the success criteria. OPTIONAL failure
● Audience reviews &
❏ Explain any changes made to the product/outcome during the process and why changes survey
were made ● Meeting with
❏ Identify possible improvements to the product/outcome supervisor notes
*For structural purposes, it may make sense for the order of this section to be first Cii, then Ci, as a natural conclusion to the report could
be a reflection of the project’s impact on your learning.
Created by Amber J. Rhinehart, MYP Coordinator, Lincoln Community School, Accra, Ghana
Format Checklist
Layout
Has the student used one of the following file types: .doc, .docx, .pdf (noneditable), .rtf?
If the student has included audio, is it in one of the following file types: .mp3, .m4a, .mp4, .mov
(codec H264), .m4v?
Has the student submitted 15 pages or fewer? If audio is included please refer to the chart here.
Has the student used an 11pt font?
Did the student use 2 cm margins?
Is the report organized in identifiable sections following the MYP Personal Project objectives—
planning, applying skills, and reflecting?
Comments
Bibliography
Has the student uploaded the bibliography separately from the report and did not include it in the
page limit?
Has the student used in-text citations? (Throughout the report students should mention key
research, and can include quotes).
Is the bibliography in alphabetical order?
Comments
Evidence of Product
Did the student include evidence of their final product within the 15-page (or the balance
between the audio/page) limit of the written report?
Is the submitted evidence, if visual, clearly visible at the size it appears in the report?
Comments
Created by Amber J. Rhinehart, MYP Coordinator, Lincoln Community School, Accra, Ghana
Report Checklist
Criterion A: Planning - Students present what they did in their project.
A i. State a learning goal for the project and explain how a personal interest let to that goal.
The learning goal(s) is/are stated clearly.
The student describes a personal interest which led them to select the goal(s).
The connection between the learning goal(s) and personal interests is explained.
Comments Grade
A ii. State an intended product and develop appropriate success criteria for the product.
The product goal(s) is/are stated clearly.
Success criteria for the product are provided.
There are many appropriate success criteria for the product.
The success criteria are detailed.
Comments Grade
A iii. Present a clear, detailed plan for achieving the product and its associated success criteria.
A plan to achieve the goal(s) is presented.
The plan includes how the student will achieve the success criteria.
The plan is detailed.
Comments Grade
Created by Amber J. Rhinehart, MYP Coordinator, Lincoln Community School, Accra, Ghana
Criterion B: Applying Skills - Students show how ATL skills contributed to the learning goal and product.
B i. Explain how the ATL skill(s) was/were applied to help achieve their learning goal.
The necessary ATLs needed to achieve the learning goal were outlined.
The ATLs which were developed throughout the project [specifically learning goal related] are
demonstrated.
There is a clear connection between the ATLs outlined and how they helped achieve the learning
goal.
Comments Grade
B ii. Explain how the ATL skill(s) was/were applied to help achieve their product goal.
The necessary ATLs needed to achieve the product goal were outlined.
The ATLs which were developed throughout the project [specifically product goal related] are
demonstrated.
There is a clear connection between the ATLs outlined and how they helped achieve the product
goal.
Comments Grade
Criterion C: Reflecting - Students report on why they did their project.
C i. Explain the impact of the project on themselves or their learning.
Ways the student has developed as a learner are identified (using IB learner profile as
appropriate).
Opportunities the project gave the student to develop the ATL skills are identified.
The possible impact that the project could have on future learning is considered.
Strengths and weaknesses in completing the project are discussed.
Created by Amber J. Rhinehart, MYP Coordinator, Lincoln Community School, Accra, Ghana
Challenges encountered, and how they were dealt with, are described.
Changes made to the goal during the project are explained.
Comments Grade
C ii. Evaluate the product based on the success criteria.
The product is evaluated against the student-made criteria.
Possible improvements to the product/outcome are identified.
Changes made to the product during the project are explained (if changes were made).
Challenges with the project, and the solutions to those challenges, are identified.
Comments Grade
Created by Amber J. Rhinehart, MYP Coordinator, Lincoln Community School, Accra, Ghana
Overall Report Grade Descriptors
Produces work of a very limited quality. Conveys many misunderstandings of the process of
1 learning independently. Very rarely demonstrates critical thinking. Very inflexible, rarely shows
evidence of knowledge or skills.
Produces a report of limited quality. Communicates limited understanding of the process of
2 learning independently. Demonstrates limited evidence of critical thinking. Limited evidence of
transfer of knowledge or approaches to learning skills into the project.
Produces an acceptable report. Communicates basic understanding of the process of learning
3 independently through the project. Begins to demonstrate some basic critical thinking. Begins to
transfer knowledge and approaches to learning skills into the project.
Produces a good-quality report. Communicates basic understanding of the process of learning
4 independently through all stages of the cycle of inquiry. Often demonstrates critical thinking.
Transfers some knowledge and some approaches to learning skills into the project.
Produces a generally high-quality report that demonstrates a thorough process. Communicates
good understanding of the process of learning independently through all stages of the cycle of
5
inquiry. Demonstrates critical thinking, sometimes with sophistication. Usually transfers
knowledge and approaches to learning skills into the project.
Produces a high-quality report that demonstrates a thorough process. Communicates extensive
understanding of the process of learning independently through all stages of the cycle of inquiry.
6
Demonstrates critical thinking, frequently with sophistication. Transfers knowledge and
approaches to learning skills into the project.
Produces a high-quality report that demonstrates a thorough process. Communicates
comprehensive, nuanced understanding of the process of learning independently through all
7 stages of the cycle of inquiry. Consistently demonstrates sophisticated critical thinking.
Successfully transfers knowledge and approaches to learning skills into the project with
independence.
Created by Amber J. Rhinehart, MYP Coordinator, Lincoln Community School, Accra, Ghana