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Personal Project 2017/18: Criterion C: Taking Action

Criterion C: Taking Action

  • create a product/outcome in response to the goal, context and criteria
  • demonstrate thinking skills
  • demonstrate communication and social skills

Criterion C strand i: create a product/outcome in response to the goal, global context and criteria

Criterion C: Taking Action

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

This part of the project is assessed on the basis of the evidence of the product submitted (within the prescribed limits) as well as the product’s analysis in the “Taking Action” section of the report.

Level Strand descriptor Task-specific clarification
1-2 create a limited product/outcome in response to the goal, global context and criteria
  • a poorly rendered/ largely unachieved product/outcome
  • an outline of how the student achieved the project’s goal, connected it with the global context, creating a product/outcome that has little if any reference to the criteria for its success
3-4 create a basic product/outcome in response to the goal, global context and criteria
  • a simple product/outcome
  • a description of how the student achieved the project’s goal and connected it with the global context, creating a product/outcome with some reference to the criteria for its success
5-6 create a substantial product/outcome in response to the goal, global context and criteria
  • a good quality product/successful outcome
  • an explanation of how the student achieved the project’s goal and connected it with a global context, creating a product/outcome with clear reference to the criteria for its success
7-8 create an excellent product/outcome in response to the goal, global context and criteria
  • a high-quality product/ highly-successful outcome
  • an analysis and evaluation of how the student achieved the project’s goal and connected it with a global context, creating a product/outcome that comprehensively meets the criteria for its success
Create To evolve from one’s own thought or imagination, as a work or an invention
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.
Analyse Break down in order to bring out the essential elements or structure.  (To identify parts and relationships, and interpret information to reach conclusions.)
Evaluate Make an appraisal by weighing up the strengths and limitations.

 

Criterion C strand ii: demonstrate thinking skills

Criterion C: Taking Action

Strand ii: demonstrate thinking skills

Thinking skills: critical thinking skills, creative thinking skills, and transfer skills; for examples, see the ATL skills tab on this LibGuide.

Level Strand descriptor Task-specific clarification
1-2 demonstrate limited thinking skills

Outline of:

  • critical and/or creative thinking skills relevant to the project
3-4 demonstrate adequate thinking skills

Description of:

  • critical and creative thinking skills appropriate to the project
  • transfer of some learning from the research that helps to achieve the project’s goal
5-6 demonstrate substantial thinking skills

Explanation of:

  • critical and creative thinking skills appropriate to the project
  • transfer of learning from the research to generate new ideas or solve problems that help to achieve the project’s goal
7-8 demonstrate excellent thinking skills

Analysis and evaluation of:

  • critical and creative thinking skills appropriate to the project
  • transfer of learning from the research to generate new ideas or solve problems that help to achieve the project’s goal
Demonstrate Make clear by reasoning or evidence, illustrating with examples or practical application.
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.
Analyse Break down in order to bring out the essential elements or structure.  (To identify parts and relationships, and interpret information to reach conclusions.)
Evaluate Make an appraisal by weighing up the strengths and limitations. 

 

Criterion C strand iii: demonstrate communication and social skills

Criterion C - Taking Action

Strand iii: demonstrate communication and social skills

Required structure: see the Report tab of this LibGuide

People relevant to the project: school staff (project coordinator, supervisor, teacher-librarian), specialists in the community, adult supporters, peers (as appropriate)

Appropriate modes of communication: verbal, non-verbal and visual strategies that meet the needs of students and their audience; that are suitable in the context of developing personal, practical and artistic exchanges of meaning; have structure and display emotional intelligence.

Level Strand descriptor Task-specific clarification
1-2 demonstrate limited communication and social skills

Outline of:

  • limited or irrelevant interaction with people involved in the project
  • little collaboration with those relevant to the project (if appropriate to the project).
A report that lacks clarity and coherence and/or does not follow the required structure
3-4

demonstrate adequate communication and social skills

Description of:

  • interaction with some people relevant to the project

·              working effectively with others (if appropriate to the project).

A report that is occasionally clear and coherent and that partially follows the required structure

5-6

demonstrate substantial communication and social skills

Explanation of:

  • effective interaction with those relevant to the project using appropriate modes of communication
  • working effectively with others (if appropriate to the project).
A report that is mostly clear and coherent and that follows the required structure
7-8

demonstrate excellent communication and social skills

Analysis and evaluation of:

  • valuable ongoing essential interaction with those relevant to the project using a variety of appropriate modes of communication
  • working effectively with others (if appropriate to the project)
A report that is consistently clear, coherent and effectively (or creatively) follows the required structure
Demonstrate Make clear by reasoning or evidence, illustrating with examples or practical application.
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.
Analyse Break down in order to bring out the essential elements or structure.  (To identify parts and relationships, and interpret information to reach conclusions.)
Evaluate Make an appraisal by weighing up the strengths and limitations. 

Possible demonstration of ATL skills: Communication and social skills

Possible demonstration of ATL skills: Thinking skills

Objective C: Taking action

Challenge level
  • Identify problems
  • Present one perspective
  • Draw simple conclusions
  • Consider ideas and possible solutions
  • Practise observing carefully in order to recognise problems
  • Gather information strictly relevant to the project
  • Draw reasonable conclusions and generalisations
  • Evaluate and manage risk
  • Consider ideas from multiple perspectives
  • Identify obstacles and challenges
  • Use brainstorming and visual diagrams to generate new ideas and inquiries
  • Interpret data useful to the project
  • Test generalisations, hypotheses and conclusions
  • Revise understanding based on new information and evidence
  • Make guesses, ask ‘what if’ questions
  • Apply existing knowledge to generate new ideas, products or processes
  • Consider multiple alternatives, including those that might be unlikely or impossible
  • Make connections between subject groups, prior learning and experiential learning
  • Combine knowledge, understanding and skills to create products or solutions
  • Evaluate evidence, arguments and propositions
  • Recognise unstated assumptions and bias
  • Develop contrary or opposing arguments
  • Analyse complex concepts and contexts into their constituent parts and synthesise them to create new understanding
  • Use models and simulations to explore complex systems and issues
  • Troubleshoot systems and applications
  • Create original works and ideas; use existing works and ideas in new ways
  • Practise flexible thinking – develop multiple opposing, contradictory and complementary arguments
  • Create novel solutions authentic problems
  • Make unexpected or unusual connections between projects and/or ides
  • Apply skills and knowledge in unfamiliar situations
  • Change the context of an inquiry to gain different perspectives

 

Possible demonstration of ATL skills: Communication and social skills

Objective C: Taking action

Challenge level

  • Organise information
  • Structure report following advice
  • Establish communication with supervisor
  • Organise and depict information logically
  • Maintain communication with people relevant to the project
  • Work with others within clear expectations
  • Read critically and for comprehension
  • (Give and) receive feedback
  • Participate in, and contribute to, digital social media networks
  • Read a variety of sources of information
  • Communicate information and ideas effectively to audiences using a variety of media and formats
  • (Give and) act meaningfully on feedback received
  • Use intercultural understanding to interpret communication
  • Use appropriate forms of writing and speaking for different purposes and audiences
  • Use and interpret a range of terms and symbols
  • Paraphrase accurately and concisely
  • Preview and skim texts to build understanding
  • Work effectively with experts and/or the supervisor
  • Listen actively to other perspectives and ideas

Assessment Rubric

Taking Action: tips and Hints

  • spending a large amount of time on creating the product does not guarantee a high mark
  • your product must be created in response to the goal and global context
  • it is recommended that you spend at least 25 hours on the entire project