IB Personal Project (MYP) External Assessment Exemplar

Effective use of a mind map to demonstrate organizational and thinking ATL skills.

Structured lists categorizing greenhouse gases showcase strong synthesis and communication skills.

Primary data collection via surveys illustrates collaboration and communication ATL skills in action.

Lack of explanation of the data-analysis process and how survey results were interpreted using ATL skills.

ATL research and thinking skills are not explicitly named or described in relation to source evaluation and analysis.

Media and communication choices are not evaluated for their impact on user engagement with supporting evidence.

Survey visuals lack captions explaining how each chart ties to specific success criteria.

Focused and clearly articulated product goal emphasizing empathy and responsibility.

Well-defined learning goal that provides clear direction for the project.

Absence of measurable success criteria to assess comprehension of habit change.

Task timeline lacks sequencing, dates, resources and collaborator details, reducing feasibility.

Use of “General” placeholders without linking activities to specific success criteria.

Evaluation-criteria table does not specify how data will be collected or measured for each level.

Insightful reflection on personal resilience and the value of seeking support during the project.

Timeline table lacks commentary on milestone effectiveness and required revisions.

No discussion of how to address the 2.5% of negative accessibility responses to improve inclusivity.

Product evaluation statements rely on broad observations rather than quantifiable evidence or user quotes.

Reflection on grammar and voice-over issues does not assess their impact on user perception or propose concrete solutions.

Skill-growth descriptions are not explicitly linked back to the original success criteria.

Evaluation of visual engagement is descriptive without supporting metrics or click-through data.