Personal Project Report Checklist

@LennyDutton

www.excitededucator.com

Personal Project Report Checklist

Based on the IB’s Further guidance for projects

Further Guidance for Projects. International Baccalaureate, 2015, pp. 1–24

  1. Upload List
  2. Appendices / Process Journal Allowance
  3. Appendices / Process Journal Example
  4. Report Checklist
  5. Images / Fonts Used


1.
Upload List

  • Academic Honesty Form
  • This should have been signed three times, in meetings with your supervisor.
  • Personal Project Report
  • Appendices
  • Bibliographgy

  • Full report, addressing all criteria and all strands in order. Written report should be 1500-3500 words.
  • 10 Pages of process journal entries, to act as evidence to support your report
  • Bibliography (MLA 8, and in-text citations in the report)
  • Evidence of Product
  • Five photographs or 30 seconds video showing your final product.

2. Appendices / Process Journal Allowance

You can use up to ten pages to show evidence to support their report, especially your ATL development. Any images added to the body of the report will also count towards this number.

Multiple page extracts

Full page extracts

Half-page extracts

Total Pages

10 x 1 full page = 10 pages

10 pages

20 x ½ pages = 10 pages

10 pages

1 x 3 pages = 3 pages

5 x 1 full page = 5 pages

4 x ½ page = 1 page

10 pages


3. Appendices / Process Journal Extract Examples

Criterion strand

Evidence

Some Example or Possible Extracts

A i. Defining goal

What is to be achieved or accomplished

Brainstorms, iterative or annotated versions of the goal

A ii. Prior Knowledge

School-based and independent personal learning that is relevant to the project and global context

Textbook excerpts, formula sheets, notes, summaries or documents from other projects, qualifications

A iii. Research Skills

Investigating, building background knowledge, gathering data

Search strategies, notes from reading, interview protocols, OPVL evaluations, analysis of existing products/solutions, data collection and analysis, resource summaries

B i. Criteria for Success

Creation of meaningfully challenging criteria

Research into aspects of quality for the product/outcome, annotated models

B ii. plan and record of the development process

Planning, execution and necessary adjustments to the original plan

To-do lists, schedules, planning tables, Gantt chart, work breakdown calendar, benchmark data, progress notes

B iii. Self-management skills

Persistence and managing failure

First attempts, flops, partial successes, practice logs/notes

C i. Create a product / outcome

Creation of final product/outcome

Evidence of product/outcome uploaded with report will suffice. You may also choose to add additional images of your product/outcome.

C ii. Thinking skills

Critical and creative thinking

Troubleshooting, problem analysis, evaluation of multiple possible solutions, explorations of multiple perspectives, guesses/predictions, careful observations, concept maps, visual thinking strategies

C iii. Communication Skills

Interacting with others and using language to gather and communicate information

Reading notes, feedback and actions taken in response, graphic organizers, communication plans, letters/emails/multimodal texts developed to support or share the project

C iii. Social Skills

Collaboration

Reflections on interactions with supervisor, peer feedback, social media interactions, records of negotiation, leadership, active listening, conflict resolution or self-advocacy

D i. Quality of product / outcome

Performance against criteria for success

You must assess your product/outcome against the criteria you created (B i), but should gather evidence to confirm the success (it should not just be your opinion). This evidence may include; Sketches, images, interviews, rubrics and notes/justifications, scoring sheets, performance data, audience reviews, feedback forms

D ii. Knowledge of topic and global context

Description of how this has developed during the process

Reflections, journal entries, mind maps or lists

D iii. Development as an IB Learner

Description of how you have developed as an IB Learner

Reflections, journal entries, mind maps or lists

4. Report Checklist

Objective A: Investigating        

This is your introduction. You started the project by investigating, but you may have followed the inquiry cycle (inquiry, action, reflection) more than once in order to strengthen, extend or refine your inquiry.                                        

A i. Define a clear goal and global context for the project, based on personal interests

                

In my report:                                                

  • I give the precise meaning of the goal of my project; I explain “what I wanted to achieve; when, where, how and why I wanted to achieve it”                                                                                                 
  • I define the global context that best applies to my project and explain its connection                                                        
  • I describe what makes my project personal: the experiences, interests and ideas that make it important to me                                                                                                                 
  • I explain why my goal is challenging—in particular, why it is challenging for me.                

A ii. Identify prior learning and subject- specific knowledge relevant to the project

        

  • I identify what I already knew about this topic/project and the sources of my knowledge                                                                                         
  • I identify what I learned in MYP subject groups before the project started, and how this was helpful.

A iii. Demonstrate research skills

  • I outline the research skills I had when I started the project                                                                 
  • I discuss the research skills I developed through the project.

                

        

Objective B: Planning

This includes all the work you did to plan and organize your project towards a product/outcome.

B i. Develop criteria for the product/outcome

In my report:                                        

  • I refer to the criteria (specifications) I developed to evaluate the project product/outcome
                                            
  • If I made changes to my criteria during the project, I explain the changes and why I made them.

B ii. Plan and record the development process of the project        

  • I provide evidence of my planning through timelines, milestones or other tools/strategies                                        
  • I use my chosen planning tools to record my progress throughout the project’s development                                        
  • If I alter my plan, I explain the changes and why I made them.                

B iii. Demonstrate self-management skills        

  • I outline the self-management skills I had when I started the project                                                                                                                 
  • I discuss the self-management skills I developed through the project.

                

                

Objective C: Taking action

This is the main “doing” part of your project—the action part of the inquiry cycle—where the product/outcome is developed and completed.

C i. Create a product/outcome in response to the goal, global context and criteria

In my report:                                        

  • I use the success criteria I developed to decide how well I achieved my goal                                        
  • I explain the connection between my product/outcome and the global context that my project explores
                                            
  • I use the success criteria I developed to make reasonable judgments about the product’s quality/outcome’s success.

C ii. Demonstrate thinking skills

  • I outline the thinking skills I had when I started the project                                                                                 
  • I discuss the thinking skills I developed through the project.

C iii. Demonstrate communication and social skills

  • I outline the communication and social skills I had when I started the project
  • I discuss the communication and social skills I developed through the project.

                

Objective D: Reflecting

This is the point when you look back over the project and evaluate your development. You may have reflected during the process of the project and you can refer to this here too.                

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

In my report:                                        

  • if I made changes to my goal during the project, I explain the changes and why I made them
                                    
  • I evaluate the product/outcome against the criteria I established
            
  • I identify the possible improvements to the product/outcome.        

D ii. Reflect on how completing the project has extended their knowledge and understanding of the topic and the global context

  • I demonstrate a deeper knowledge and understanding of my topic and my identified global context
                            
  • I base my reflection on evidence, including my process journal.        

D iii. Reflect on their development as IB learners through the project

                                                        

                                                

                                        

  • I discuss my strengths and weaknesses in completing the project                                                                        
  • I identify challenges and the solutions I developed to meet them
            
  • I identify how I have developed as a learner (using the IB learner profile as appropriate)
  • I report on any opportunities the project gave me to share any expert ATL skills with other students who needed more practice
                    
  • I consider the possible impact the project could have on my future learning.                

Images/Fonts Used