Personal Project / Reporting /
C: Reflecting
Embedded Files
Ci | Impact of the Project
Ci | Impact of the Project
Suggested: Around 2 pages
including evidence images
Level Descriptors of Student Achievement
1-2 The student states the impact of the project on themselves or their learning.
3-4 The student outlines the impact of the project on themselves or their learning.
5-6 The student describes the impact of the project on themselves or their learning.
7-8 The student explains the impact of the project on themselves or their learning.
Identify 1-2 authentic and significant impacts of the project on you as a human being and a learner. Select these thoughtfully. 'Impacts' relate to personal growth and gained insights, and could refer to:
Growth in an AtL skill or Learner Profile attribute.
Insight that an AtL skill or Learner Profile attribute needs further development for future success.
Growth of your (conceptual) knowledge and understanding
Change in your behaviour.
Know better what subjects to choose in the DP and/or have a better idea of what to study after high school.
Gained a new way of thinking.
Experienced a new emotion.
Set a new personal goal for the future.
Changed perspective on life or people.
Changed perspective on how others view you.
Explain each impact in detail and illustrate it with 1-2 pieces of evidence.
Your explanation must contain specific anecdotes from the planning, action and reflection stages of the project.
Your explanation should be strengthened by explicitly contracting your thinking/perspective before completing the personal Project and after.
Present visual evidence of the impacts you are explaining and refer to this evidence in your text. E.g. (Ev.Ci-5).
DON’T write an account of things you did. What is important is how you were IMPACTED. You can write an account of things you did if it is used as an example of how you were impacted.
DON’T write about things you didn’t achieve due to laziness or bad planning.
DON’T write a series of bullet points of things you learnt. You are supposed to explain how you are impacted by those things you learnt.
Cii | Evaluation of the Product
Cii | Evaluation of the Product
Suggested: Around 2 pages
including evidence images
Level Descriptors of Student Achievement
1-2 The student states whether the product was achieved.
3-4 The student states whether the product was achieved, partially supported with evidence or examples.
5-6 The student evaluates the product based on the success criteria, partially supported with evidence or examples.
7-8 The student evaluates the product based on the success criteria, fully supported with specific evidence or detailed examples.
Present how you will objectively assess the success of your product:
Outline 3-4 testing methods. Who will give you feedback? What will you ask them to do with your product? What success criteria will that address?
Justify the validity of each testing method. Why is the testing method meaningful and relevant? Why does the opinion of the people involved in the testing count?
Execute your testing and present the results in the form of a product appraisal that addresses all success criteria you developed earlier:
Critically state your assessment of each success criterion in the form of a rating out of four stars.
Justify your rating using the outcomes of extensive testing and self-evaluation. Justify both strengths and weaknesses.
Summarize your evaluation with a conclusion in which you:
Outline the overall quality of the product. (I am … happy with the overall quality of my product because …)
Outline the overall success of the product in demonstrating learning (In summary, I feel my product was … able to demonstrate my learning because …)
Evaluate the quality of your success criteria. E.g. missing criteria or criteria that were present but not relevant or appropriate. (My success criteria were … helpful in reaching these conclusions because …)
Present visual evidence of your testing and testing results, and refer to this evidence in your text. E.g. (Ev.Cii-2).
Resources
Resources
Testing Methods
Testing Methods
Expert appraisal: Sharing the product with a relevant expert and asking feedback through open-ended questions.
User exposure: Asking the intended target audience to use or experience the product in its intended context - Surveying for feedback.
Performance test: Testing qualities of the product under 'lab conditions'. Recording results.
Comparison to existing products: Self-assess to demonstrate if the product is as good as the competition or has better features.
Introspection: Self-assessment of qualities of the product. Should be used sparingly.
Evidencing
Evidencing
Students achieving at the top levels in this assessment criterion add extensive visual evidence of their learning and/or project development. Commonly presented evidence are photos or screenshots of:
Ci - Design sketches and drawings
Ci - Photos of you working on your product.
Ci - Photos of you seeking early feedback on your product.
Ci - Evidence of experimentation, tinkering or trial and error.
Ci - Photos from inspirational visits to museums, performances, galleries, factories, businesses etc.
Ci, Cii - Photos of your final product (in use)
Ci, Cii - A reference to a crucial source of information (MLA reference can go in a footnote)
Ci, Cii - Photos, notes or screenshots of interacting with stakeholders.
Ci - Photos or screenshots of moments of pride.
Cii - Photographs showing testing of the product by stakeholders
Cii - Pie or bar charts presenting testing outcomes (e.g from survey outcomes).
Cii - Quotes from stakeholders testing the product.
Cii - Photos or screenshots of notes taken during testing for the product.
Note1: Evidence with text needs to be easily readable by the examiner. If it is not, it will be ignored during assessment.
Note2: Evidence needs to be anonymised. People, school logos and other obvious identifiers need to be blurred for that purpose.
Note3: Do not repeat evidence that was already presented in the sections for criteria A or B (you can refer to it though, e.g. [Ev. Bi-4).
Page updated
Report abuse