@LennyDutton

ExcitedEducator

Personal Project First Draft Supervisor Feedback!

Based on the IB’s Further guidance for projects

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

  1. Appendices / Process Journal Allowance
  2. Format Checklist
  3. Report Checklist
  4. ATLs Low to High
  5. Images / Fonts Used

1. Appendices / Process Journal Allowance

Students can use up to ten pages to show evidence to support their report, especially their 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


2. Format Checklist

Section

Check

Supervisor Comments

Layout

  • Has the student used the Criteria and Strands to lay out their report?
  • Has the student used at least 1.5 line spacing?
  • Has the student included the word count, goal, student name, supervisor name and global context on their cover page.

Bibliography

  • Has the student used in-text citations? (Throughout the report students should mention key research, and include quotes).
  • Has the student used MLA 8
  • Is the bibliography in alphabetical order?

Appendices

  • Has the student kept to the 10 page limit for their appendices
  • Has the student labelled the appendices with letters (Appendix A, Appendix B)
  • Are all appendices appropriate and good evidence to support their report

3. 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.                                        

Strand

Student checklist:

Possible Appendix Entries

Supervisor Comments

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

                

  • 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.                

Brainstorms, iterative or annotated versions of the goal...

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.

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

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.

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

        

Objective B: Planning

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

Strand

Student checklist:

Possible Appendix Entries

Supervisor Comments

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.

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

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.                

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

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.

                

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

                

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.

Strand

Student checklist:

Possible Appendix Entries

Supervisor Comments

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.

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

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.

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

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.

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

                

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.                

Strand

Student checklist:

Possible Appendix Entries

Supervisor Comments

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.        

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. 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.        

Reflections, journal entries, mind maps or lists

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.                

Reflections, journal entries, mind maps or lists

4. Low to High ATLs

A iii. Research Skills

B iii. Self-Management Skills

C ii. Thinking Skills

C iii. Communication Skills and Social Skills

Images/Fonts Used