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Personal Project 2017/18: Criterion B: Planning

Criterion B: Planning

  • develop criteria for the product/outcome
  • plan and record the development process of the project
  • demonstrate self-management skills

Criterion B strand i: develop criteria for the product or outcome

Criterion B - Planning

Strand i: develop criteria for the product/outcome

Criteria: standards of quality, developed by the student, which define the degree of excellence to which the product/outcome aspires; the terms under which the product/outcome can be judged to have been successful. Criteria should be personally challenging, specific, relevant, clearly-explained or exemplified, and observable or measurable. Criteria can have both qualitative and quantitative dimensions. These ‘indicators of success’ may be explicitly stated in the report or included as an extract from the process journal referenced in the report.

Development: changes or refinements in the student’s criteria made during the process of planning and taking action; students need to explain the nature and purpose of changes they make in the criteria they use to describe the project’s success. 

Level Strand descriptor Task-specific clarification
1-2 develop limited criteria for the product/outcome

Criteria that:

  • are basic and/or have some connection to the product/outcome
3-4 develop adequate criteria for the product/outcome

Criteria that:

  • start to consider the qualitative elements of the product/outcome
  • outline how their success might be observed
5-6 develop substantial and appropriate criteria for the product/outcome

Criteria that are:

  • realistic and relevant to the product/outcome
  • informed by research
  • qualitative and/or quantitative, as appropriate.
7-8 develop rigorous criteria for the product/outcome

Criteria that:

  • clearly define the specific characteristics of a high quality product/outcome
  • explicitly informed by highly-relevant research
  • justified, specific and multidimensional
Develop Improve incrementally, elaborate or expand in detail.  Evolve to a more advanced or effective state.

Criterion B strand iii: demonstrate self-management skills

Criterion B: Planning

Strand iii: demonstrate self-management skills

Organisation skills: managing available time and resources, as evidenced by using the process journal effectively to plan, adjust the plan and record progress on the project; for other examples, see the ATL skills tab on this LibGuide.

Affective skills: mindfulness, perseverance, emotional management, self-motivation and resilience; for examples, see the ATL skills tab on this LibGuide.

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

A brief account of:

  • basic or inconsistent time and/or task management
  • affective skills practised through the project
3-4 demonstrate adequate self- management skills

A description of:

  • appropriate time and task management which show some independence
  • affective skills practised through the project
  • use of another self-management skill
5-6 demonstrate substantial self- management skills

An explanation of:

  • effective and often independent time and task management
  • affective skills practised through the project
  • effective use of other self-management skills
7-8 demonstrate excellent self- management skills

A justification of:

  • strengths and limitations for effective and independent time and task management
  • affective skills practised through the project
  • highly effective use of other self-management skills
Demonstrate Make clear by reasoning or evidence, illustrating with examples or practical application.

Criterion B strand ii: plan and record the development process of the project

Criterion B - Planning

Strand ii: plan and record the development process of the project

Plan: a logical intended course of action which documents time and resources

Record of the development process: Record of actions taken during the project as directed by the plan, reflecting any modifications of the original plan.

Students should submit a project plan (including any revisions, refinements or further development) and a record of actions taken during its execution as extracts from the process journal (as an appendix to the project report). The report should reference these extracts as evidence for achievement in this strand.

Level Strand descriptor Task-specific clarification
1-2 present a limited or partial plan and record of the development process of the project A brief plan that is not specific to the stated goal with a minimal outline of the development process
3-4 present an adequate plan and record of the development process of the project

A plan that includes:

  • long-term planning which is not broken down to specific steps
  • vague connections to the student’s project
  • very general dates and deadlines

The record of the development process includes:

  • a general and/or fragmented explanation of the process that does not clearly correspond to the plan.
5-6 present a substantial plan and record of the development process of the project

A plan that includes:

  • short and long term planning that has not been broken down into specific steps
  • clear connections to the student’s project
  • specific dates and deadlines

The record of the development process includes:

  • an explanation of the process from start to finish that corresponds to the plan
  • changes that are stated but not justified
7-8 present a detailed and accurate plan and record of the development process of the project

A plan that includes:

  • short-  and long-term planning  broken  down  into detailed, logical steps
  • have a strong focus to the student’s project
  • specific dates, deadlines and clear records of adjustment to the project’s timeline

The record of the development process includes:

  • a comprehensive account of the process from start to finish that corresponds closely to the plan
  • changes that are clearly described and justified.
Present Offer for display, observation, examination or consideration.
State Give a specific name, value or other brief answer without explanation or calculation.
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.

Tips and Hints

  • begin the process journal immediately
  • start recording your initial thoughts and considerations
  • the more you add to your journal the easier it will be to write your report

Assessment Rubric

Acknowledgement

Material contained in this LibGuide has been sourced from the OCC (Online Curriculum Centre IBO)MYP Projects Guide 2016 and Yokohama International School Personal Project guide.