ASSESSMENT CRITERIA

Criterion A : Investigating (maximum : 8)

In the personal project students should achieve the following:
i. Define a clear goal and global context for the project, based on personal interests
ii. Identify prior learning and subject – specific knowledge relevant to the project
iii. Demonstrate research skills
Achievement Level Descriptor
Level

0 The student has not achieved a standard described by any of the descriptors given
below.

Strand Descriptor Task-Specific Clarification

1-2 i. State a goal and context i. The student states a goal that
for the project, based on is unrealistic or shallow which
personal interests, but does not have a clear
this may be limited in connection to personal
depth or accessibility interests or the stated global
ii. Identify prior learning context.
and subject-specific
knowledge, but this may ii. State some prior learning
be limited in occurrence relevant to the project
or relevance
iii. Demonstrate limited iii. Few or inappropriate sources
research skills have been researched and
recorded.

a. There is little if any

evaluation of sources’
reliability or relevance
b. The bibliography is
inappropriate, inconsistent
and/or not used in the project
report.
c. There is little evidence of
other appropriate research
skills.

3-4 i. Outline a basic and i. The student outlines a simple

appropriate goal and or easily-achievable goal that
context for the project, identifies a relevant global
based on personal context
interests ii. Outlines prior learning relevant
ii. Identify basic prior to some aspect of the project
learning and subject
 specific knowledge iii. A range of sources have been
relevant to some areas researched and recorded.
of the project Specific sources selected for
iii. Demonstrate adequate the project are evaluated for
research skills. reliability or relevance.

5-6 i. Define a clear and i. Based on personal interest, the

challenging goal and student defines a clear goal
context for the project, that:
based on personal a. Explains what make the
interests goal personally challenging
ii. Identify prior learning details the goal’s
and subject-specific relationship to a
iii. demonstrate relevant global context
substantial ii. describes with appropriate
research skills detail prior learning relevant to
the project
iii. An appropriate range of
sources and variety of source
types have been researched.

a. Specific sources selected

for the project are
evaluated effectively for
reliability and relevance.
b. The bibliography is
appropriate, consistent,
and used effectively in
the project report.
c. There is consistent
evidence of appropriate
research skills.

7-8 i. define a clear and highly i. Based on personal interest, the

challenging goal and context student defines a clear goal that
for the project, based on a. justifies the goal as highly
personal interests challenging
ii. identify prior learning and b. meaningfully relates to the
subject-specific knowledge Global Context
that is consistently highly ii. Analyses the relevance and
relevant to the project contribution of prior learning to the
iii. demonstrate excellent project
research skills. iii. An extensive range of sources and
variety of source types have been
researched.
a. Sources are consistently and
Effectively evaluated for their
reliability and relevance.
b. The bibliography is appropriate,
consistent and used with
sophistication in the project.
 c. There is extensive evidence of a
broad range of research skills.

Criterion B : Planning (maximum 8)

In the personal project students should achieve the following:

 i. develop criteria for the product/outcome
ii. plan and record the development process of the project
iii. demonstrate self-management skills

Achievement Level Descriptor

Level
0 The student does not achieve a standard described by any of the descriptors given
below.
Strand Descriptor Task-Specific Clarification
1-2 i. develop limited criteria for the Criteria that:
product/outcome i. are basic and/or have some
ii. present a limited or partial plan and connection to the product/outcome
record of the development process ii. A brief plan that is not specific to the
of the project stated goal with a minimal outline of
iii. demonstrate limited self- the development process
management skills iii. A brief account of:
a. basic or inconsistent time and/or
task management
b. affective skills practiced through
the project.
3-4 i. develop adequate criteria for the Criteria that:
product/outcome i. start to consider the qualitative
ii. present an adequate plan and elements of the product/outcome
record of the development process and outline how their success might
of the project be observed
iii. demonstrate adequate self- ii. A plan that includes:
management skills. a. long-term planning which is not
broken down to specific steps
b. vague connections to the
student’s project
c. very general dates and
deadlines

- The record of the development

process includes:

a. a general and/or fragmented

explanation of the process that
does not clearly correspond to
the plan.

iii. A description of:

a. appropriate time and task
management which show some
independence
b. affective skills practiced through
the product
c. use of another self-management
skill
5-6 i. develop substantial and appropriate Criteria that are:
criteria for the product/outcome
 ii. present a substantial plan and a. realistic and relevant to the
record of the development process product/outcome
of the project b. informed by research
iii. demonstrate substantial self- c. qualitative and/or quantitative,
management skills. as appropriate.
ii. A plan that includes:
a. short and long term planning
that has not been broken down
into specific steps
b. clear connections to the
student’s project
c. specific dates and deadlines

The record of the development process

includes:
d. an explanation of the process
from start to finish that
corresponds to the plan
e. changes that are stated but not
justified
iii. An explanation of:
a. effective and often independent
time and task management
b. affective skills practiced through
the project
c. effective use of other self-
management skills
7-8 i. create an excellent criteria for the Criteria that:
product/outcome a. clearly define the specific
ii. present a detailed and accurate characteristics of a high quality
plan and record of the development product/outcome
process of the project b. explicitly informed by highly-
iii. demonstrate excellent self- relevant research
management skills. c. justified, specific, and
multidimensional
ii. A plan that includes:
a. short- and long-term planning
broken down into detailed,
logical steps
b. have a strong focus to the
student’s project
c. specific dates, deadlines and
clear records of adjustment to
the project’s timeline
The record of the development process
includes:
d. a comprehensive account of the
process from start to finish that
corresponds closely to the plan
e. changes that are clearly
described and justified
 iii. A justification of:
a. strengths and limitations for
effective and independent time
and task management
b. affective skills practiced through
the project
c. highly effective use of other self-
management skills

Criterion C: Taking Action (maximum: 8)

In the personal project students should achieve the following:

 i) Create a product /outcome in responsible to the goal, global context and criteria
ii) Demonstrate thinking skills
iii) Demonstrates communication and social skills

Achievement Level Descriptor

Level
0 The students does not achieve a standard described by any of the descriptors given
below.
Strand Descriptor Task- Specific Clarification
1-2 i. Create a limited product /outcome i) The students presents :
in response to the goal, global a. A poorly rendered/largely,
context and criteria. unachieved product/outcome.
ii. Demonstrate limited thinking skills b. An outline of how the student
iii. Demonstrate limited achieved the project’s goal,
communication and social skills connected it with the global
context, creating a product
/outcome that has little if any
reference to the criteria for its
success.

ii) Outline of :
a. Critical and/ or creative
thinking skills relevant to
the project.

iii) Outline of :
a. Limited or irrelevant
interaction with people
involved in the project
b. Little collaboration with
those relevant to the project
(if appropriate to the
project).

A report that lack clarity and coherence

and/or does not follow the required
structure.

3-4 i) Create a basic i) The student presents :

product/outcome in a. A simple product/outcome
response to the goal, global b. A description of how the
context, and criteria student achieved the
ii) Demonstrate adequate project’s goal and
thinking skills connected it with a global
iii) Demonstrate adequate context, creating a
communication and social product/outcome with some
skills reference to the criteria for
its success.
 ii) Description of :
a. Critical and creative
thinking skills
appropriate to the
project
b. Transfer of some
learning from the
research that helps to
achieved the project’s
goal

iii) Description of :
a. Interaction with some
people relevant to in the
project
b. 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 i) Create a substantial i) The student presents :

product / outcome in a. A good quality
responsible to the goal, product/successful
global context, and criteria. outcome
ii) Demonstrate substantial b. An explanation of how
thinking skills the student achieved
iii) Demonstrates substantial the project’s goal and
communication and social connected it with a
skills global context, creating
a product/ outcome with
a clear reference to the
criteria for its success.
ii) Explanation of :
a. Critical and creative
thinking skills
appropriate to the
project.
b. Transfer of learning
from the research to
generate new ideas to
solve problems that
help to achieve the
project/s goal

iii) Explanation of :
a. Effective interaction
with those relevant to n
the project using
 appropriate modes of
communication
b. 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 i) Create an excellent i) The student presents :

product/outcome in a. A high-quality product
response to the goal, global highly-successful
context and criteria. outcome
ii) Demonstrate excellent b. An analysis and
thinking skills evaluation of how the
iii) Demonstrate excellent student achieved the
communication and social project’s goal and
skills. connected it with a
global context, creating
a product/outcome that
comprehensively meets
the criteria for its
success.

ii) Analysis and evaluation of :

a. Critical and creative
thinking skills
appropriate to the
project
b. Transfer of learning
from the research to
generate new ideas or
solve problems that
help to achieve the
project goal.
iii) Analysis and evaluation of :
a. Valuable ongoing
essential interaction
with those relevant to
the project using a
variety of appropriate
modes of
communication
b. Working effectively with
others (if appropriate to
the project)

A report that is consistently clear,

coherent and effectively (or creatively)
follows the required structure
 Criterion D: Reflecting (maximum: 8)

The personal project students should achieve the following:

i. Evaluate the quality of the product/outcome against their criteria.

ii. Reflect on how completing the project has extended their knowledge and understanding of the topic
and the global context.
iii. Reflect on their development as IB learners through the project.

Achievement Level Descriptor

Level

0 The student does not achieve a standard described by any of the descriptors given
below.
Strand Descriptor Task-Specific Clarification
i. present a limited evaluation of the quality of the i. The evaluation outlines the
product/outcome against his or her criteria quality of the product/outcome
against some of the stated
ii. present limited reflection on how completing the criteria
project has extended his or her knowledge and
1-2 understanding of the topic and global context ii. The states at least one way
the student has extended his
iii. present limited reflection on his or her or her knowledge an
development as an IB learner through the project understanding of the topic
and/or the global context, with
no examples

iii. The reflection that states at

least one way the student has
developed as an IB learner
without using examples

i. present a basic evaluation of the quality of the i. The evaluation describes the
product/outcome against his or her criteria quality of the product/outcome
against some of the stated
ii. present adequate reflection on how completing criteria
the project has extended his or her knowledge
and understanding of the topic and the global ii. The reflection outlines ways
3-4 context in which the student has
extended his or her knowledge
iii. present adequate reflection on his or her and understanding of the topic
development as an IB learner through the project. and the global context, using
some examples

iii. The reflection outlines ways

the student has developed as
an IB learner using some
examples

i. present a substantial evaluation of the quality i. The evaluation explain the

of the product/outcome against his or her criteria quality of the product/outcome
 against most of the stated
ii. present substantial reflection on how criteria.
completing the project has extended his or her
knowledge and understanding of the topic and the ii. The reflection explains how
global context the student has extended his
iii. present substantial reflection on his or her or her knowledge and
5-6 development as an IB learner through the understanding of the topic and
project. the global context, using
specific and well-chosen
examples

iii. The reflection explains how

the student has developed as
an IB learner using
specific, well-chosen
examples

i. present an excellent evaluation of the quality i. The evaluation

of them product/outcome against his or analyses the quality of the
her criteria product/outcome against all the
stated criteria.
7-8 ii. present excellent reflection on how completing
the project has extended his or her knowledge ii. The reflection evaluates how
and understanding of the topic and the global the student has extended his
context or her knowledge and
understanding of the topic and
iii. present excellent reflection on his or her the global context, using
development as an IB learner through the meaningful examples, detailed
project. descriptions and insightful
explanations

iii. The reflection evaluates the

student’s development as an
IB learner using appropriate
examples, detailed description
and insightful explanations