Personal Project PP Grading Document
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FINAL GRADES
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Report Number
When grading, highlight the:
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Teachers Gradingstrands met in green
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Criterion A/8strands not met in orange
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Criterion B /8
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Criterion C /8
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Criterion D /8
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Any additional comments
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Criterion A - Investigating
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Strand i: Define a clear goal and global context for the project, based on personal interests
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LevelStrand descriptorTask-specific clarification
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1–2State a goal and global context for the project, based on personal interests, but this may be limited in depth or accessibilityThe student states a goal that is unrealistic or shallow which does not have a clear connection to personal interests or the stated global context.
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3–4Outline a basic and appropriate goal and global context for the project, based on personal interestsThe student outlines a simple or easily-achievable goal that identifies a relevant global context.
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5–6Define a clear and challenging goal and global context for the project, based on personal interestsBased on personal interest, the student develops a clear goal that:
• explains what make the goal personally challenging
• details the goal’s relationship to a relevant global context.
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7–8Define a clear and highly challenging goal and global context for the project, based on personal interestBased on personal interest, the student develops a clear goal that:
• justifies the goal as highly challenging
• meaningfully relates to a global context.
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Command Terms
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StateGive a specific name, value or other brief answer without explanation or calculation.
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OutlineGive a brief account or summary.
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DefineImprove incrementally, elaborate or expand in detail. Evolve to a more advanced or effective state.
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Strand ii: Identify prior learning and subject-specific knowledge relevant to the project
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LevelStrand descriptorTask-specific clarification
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1–2Identify prior learning and subject-specific knowledge, but this may be limited in occurrence or relevanceStates some prior learning relevant to the project
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3–4Identify basic prior learning and subject-specific knowledge relevant to some areas of the projectOutlines prior learning relevant to some aspect of the project
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5–6Identify prior learning and subject-specific knowledge generally relevant to the projectDescribes with appropriate detail prior learning relevant to the project
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7–8Identify prior learning and subject-specific knowledge that is consistently highly relevant to the projectAnalyses the relevance and contribution of prior learning to the project
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Command Terms
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IdentifyProvide an answer from a number of possibilities. Recognize and state briefly a distinguishing fact or feature.
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StateGive a specific name, value or other brief answer without explanation or calculation.
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OutlineGive a brief account or summary.
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DescribeGive a detailed account or picture of a situation, event, pattern or process.
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AnalyseGive the precise meaning of a word, phrase, concept or physical quantity
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Strand iii: Demonstrate research skills
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LevelStrand descriptorTask-specific clarification
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1–2Demonstrate limited research skills• Few or inappropriate sources have been researched and recorded.
• There is little if any evaluation of sources’ reliability or relevance.
• The bibliography is inappropriate, inconsistent and/or not used in the project report.
• There is little evidence of other appropriate research skills.
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3–4Demonstrate adequate research skills• A range of sources has been researched and recorded.
• Specific sources selected for the project are evaluated for reliability or relevance.
• The bibliography is consistent and used in the project report.
• There is some evidence of other appropriate research skills.
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5–6Demonstrate substantial research skills• An appropriate range of sources and variety of source types have been researched.
• Specific sources selected for the project are evaluated effectively for reliability and relevance.
• The bibliography is appropriate, consistent, and used effectively in the project report.
• There is consistent evidence of appropriate research skills.
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7–8Demonstrate excellent research skills• An extensive range of sources and variety of source types have been researched.
• Sources are consistently and effectively evaluated for their reliability and relevance.
• The bibliography is appropriate, consistent and used with sophistication in the project.
• There is extensive evidence of a broad range of research skills.
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Command Terms
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DemonstrateMake clear by reasoning or evidence, illustrating with examples or practical application.
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EvaluateMake an appraisal by weighing up the strengths and limitations.
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Criterion B - Planning
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Strand i: Develop criteria for the product/outcome
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LevelStrand descriptorTask-specific clarification
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1–2Develop limited criteria for the product/outcomeCriteria that:
• are basic and/or have some connection to the product/outcome.
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3–4Develop adequate criteria for the product/outcomeCriteria that:
• start to consider the qualitative elements of the product/outcome
• outline how their success might be observed.
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5–6Develop substantial and appropriate criteria for the product/outcomeCriteria that are:
• realistic and relevant to the product/outcome
• informed by research
• qualitative and/or quantitative, as appropriate.
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7–8Develop rigorous criteria for the product/outcomeCriteria that:
• clearly define the specific characteristics of a high-quality product/outcome
• are explicitly informed by highly relevant research
• are justified, specific and multidimensional.
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Command Terms
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DevelopImprove incrementally, elaborate or expand in detail. Evolve to a more advanced or effective state.
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Strand ii: Plan and record the development process of the project
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LevelStrand descriptorTask-specific clarification
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1–2Present a limited or partial plan and record of the development process of the projectA brief plan that is not specific to the stated goal with a minimal outline of the development process.
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3–4Present an adequate plan and record of the development process of the projectA plan that includes:
• long-term planning that 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.
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5–6Present a substantial plan and record of the development process of the projectA 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.
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7–8Present a detailed and accurate plan and record of the development process of the projectA plan that includes:
• short- and long-term planning broken down into detailed, logical steps
• 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.
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Command Terms
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PresentOffer for display, observation, examination or consideration.
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StateGive a specific name, value or other brief answer without explanation or calculation.
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DescribeGive a detailed account or picture of a situation, event, pattern or process.
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JustifyGive valid reasons or evidence to support an answer or conclusion.
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Strand iii: Demonstrate self-management skills
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LevelStrand descriptorTask-specific clarification
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1–2Demonstrate limited self-management skillsA brief account of:
• basic or inconsistent time and/or task management
• affective skills practised through the project.
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3–4Demonstrate adequate self-management skillsA description of:
• appropriate time and task management which show some independence
• affective skills practised through the project
• use of another self-management skill.
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5–6Demonstrate substantial self-management skillsAn explanation of:
• effective and often independent time and task management
• affective skills practised through the project
• effective use of other self-management skills.
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7–8Demonstrate excellent self-management skillsA justification of:
• strengths and limitations for effective and independent time and task management
• affective skills practised through the project
• highly
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Command Terms
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DemonstrateMake clear by reasoning or evidence, illustrating with examples or practical application.
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Criterion C - Taking Action
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Strand i: Create a product/outcome in response to the goal, global context and criteria
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LevelStrand descriptorTask-specific clarification
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1–2Create a limited product/outcome in response to the goal, global context and criteria• A poorly rendered/largely unachieved product/outcome
• An outline of how the student achieved the project’s goal, connected it with the global context, creating a product/outcome that has little if any reference to the criteria for its success
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3–4Create a basic product/outcome in response to the goal, global context and criteria• A simple product/outcome
• A description of how the student achieved the project’s goal and connected it with the global context, creating a product/outcome with some reference to the criteria for its success
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5–6Create a substantial product/outcome in response to the goal, global context and criteria• A good-quality product/successful outcome
• An explanation of how the student achieved the project’s goal and connected it with a global context, creating a product/outcome with clear reference to the criteria for its success
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7–8Create an excellent product/outcome in response to the goal, global context and criteria• A high-quality product/highly successful outcome
• An analysis and evaluation of how the student achieved the project’s goal and connected it with a global context, creating a product/outcome that comprehensively
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Command Terms
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CreateTo evolve from one’s own thought or imagination, as a work or an invention.
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OutlineGive a brief account or summary.
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DescribeGive a detailed account or picture of a situation, event, pattern or process.
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ExplainGive a detailed account including reasons or causes.
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AnalyseBreak down in order to bring out the essential elements or structure. (To identify parts and relationships, and interpret information to reach conclusions.)
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EvaluateMake an appraisal by weighing up the strengths and limitations.
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Strand ii: Demonstrate thinking skills
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LevelStrand descriptorTask-specific clarification
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