IB Personal Project (MYP) External Assessment Exemplar

Demonstrated strong organizational ATL skills via calendar reminders and granular task breakdowns

Applied media literacy effectively by consulting a cinematography expert to optimize color contrast and captions

Exhibited robust information-literacy through clear research questions and use of diverse sources

Showed flexibility in self-management by rescheduling tasks after unforeseen interruptions

Employed communication skills in supervisor and peer consultations, yielding actionable insights

Integrated the G.R.E.A.T. framework thoughtfully into video structure for enhanced engagement

Used critical-thinking and collaboration to secure a 5/5 safety rating from experts, ensuring audience well-being

Reflection on the representativeness and sample size of survey data is needed to strengthen research validity

Task scheduling would be more resilient with built-in buffer periods for anticipated conflicts

Specific action items from peer reviews are not systematically documented to guide final refinements

Clear connection between personal interest and the learning goal, grounding the project in genuine motivation

Well justified intended product with logical rationale for its relevance and audience impact

Detailed success criteria covering multiple aspects of video quality and content

Thorough breakdown of short-term goals demonstrating foresight and task awareness

Comprehensive outline of long- and short-term tasks, showing a holistic view of the project plan

Absence of measurable outcomes makes it difficult to assess progress against the learning goal

Success criteria remain largely qualitative; adding quantifiable targets would allow more objective evaluation

Gantt chart lacks explicit dates, task dependencies, and assigned responsibilities, reducing clarity of schedule ownership

Resource allocation and time estimates for each subtask are not specified, risking over- or underestimation of effort

No contingency or risk‐management plan is included to buffer against unexpected delays

Insightful reflection on how video editing skills transfer to other subjects, demonstrating metacognitive growth

Honest self-assessment of the product’s persuasive impact and clear examples of personal growth in exercise habits

Use of direct audience feedback to evaluate reach and accessibility, highlighting real-world impact

Deep reflection on mastering and teaching exercise techniques, showing both skill acquisition and leadership

Consideration of distribution choices (e.g., AirDrop) and its effect on audience access

Reflection lacks quantitative data (e.g., survey metrics) to substantiate claims about audience response

Sustainability of the chosen distribution model is not fully explored

Technical issues such as file-size limitations are noted but without follow-up strategies (e.g., compression techniques)

Evaluation of motivational appeal could be deepened with concrete strategies to strengthen persuasion in future iterations