IB Personal Project (MYP) External Assessment Exemplar

Demonstrates practical self-management through the inclusion of a task checklist.

Explains research skills application with detailed strategies (e.g., cross-referencing sources) and supports it with strong evidence.

Provides concrete evidence of skill development through a perfect quiz result and recall exercises.

Structures a study schedule and phase-based plan that directly supports progress toward live readings.

Communication skills development lacks specific examples of application in live readings; needs evidence of active listening and its impact on product quality.

Task checklist items are not explicitly linked to completed outcomes, which would strengthen the demonstration of progress.

Clearly defines the intended product (providing tarot readings) and outlines key abilities required, establishing a focused foundation for the project.

Provides a well-structured timeline that integrates ethical practices, client feedback, and performance measures, demonstrating thorough sequencing.

Develops comprehensive and measurable product success criteria aligned with the intended reading skills.

Effectively links the learning goal to personal experiences, reinforcing motivation and clarity of purpose.

Presents detailed action plan phases with specific tasks, success indicators, and resource connections, showing feasibility.

Learning goal lacks quantifiable success criteria; needs objective metrics (e.g., number of successful readings or self-assessment scales) to measure confidence.

The plan for achieving the product is underdeveloped in some phases; the table covers only one timeline entry and should be expanded with clear tasks, success indicators, and resources for each phase.

Uses survey visualizations to quantitatively assess clarity, resonance, and engagement against targets.

Reflects deeply on tarot fatigue and boundary-setting, showcasing self-awareness and personal growth.

Evaluates success criteria thoroughly, providing concrete examples for criterion 1 and proposing improvements for criterion 3.

Balances quantitative engagement metrics with qualitative strategies for improvement.

Connects tarot analysis skills to academic growth, demonstrating transferable learning.

Identifies difficulty synthesizing multi-card spreads but does not outline a specific practice plan to enhance narrative coherence.