IB Personal Project (MYP) External Assessment Exemplar

Effective use of refined research skills, including narrowing search terms to source relevant artistic techniques

Demonstrated media‐literacy through a credibility system for sources, strengthening research reliability

Insightful transfer of studies on color symbolism and plant imagery to deepen narrative impact

Strong communication skills shown by incorporating peer feedback to adjust palette and emotional tone

Creative experimentation with palette knives, sponges and drip methods illustrating applied ATL skills

Time management strategies are described but lack quantified allocations or evidence of adherence to the schedule

Symbolic techniques are not explicitly linked back to individual success criteria

Adjustments made from peer feedback on palette are not documented with follow‐up evidence

Impact of transferred techniques on final painting quality is asserted rather than supported by specific viewer feedback or metrics

No testing of viewer interpretation to confirm color, shape and texture choices met the intended goals

Clear articulation of a learning goal tightly linked to personal passion for environmental advocacy through painting

A detailed, sequenced timeline that maps out project stages and deadlines effectively

Thoughtfully drafted success criteria covering artistic, emotional and communicative dimensions

Success criteria lack measurable targets (e.g., specify mastering three techniques or achieving a % positive feedback)

Community feedback plan needs explicit metrics (for instance, 60 % of respondents identifying environmental themes)

Resources and deliverables are not itemized for each task in the timeline

Material choices (palette knife, sponge, drip tools) are not explicitly tied to specific success criteria

Inclusion of a survey pie chart provides tangible evidence of audience perception and supports evaluation

Critical reflection on the clarity of abstraction reveals strong metacognitive awareness and commitment to improvement

Articulate discussion of how the project influenced self‐management and learning shows genuine personal growth

Evaluation against success criteria is thorough but lacks quantitative data to bolster claims

Product evolution images are presented without annotations linking key changes to the stated criteria

Conclusion does not extend to how insights will inform the student’s next creative or environmental initiative