IB Personal Project (MYP) SL External Assessment Example

The student's learning goal is broad and mixes several outcomes. They should narrow it into one main measurable goal, then separate the supporting aims so the success criteria can be checked more clearly.

The student should turn each criterion into a measurable statement. For example, they should define what counts as ‘fashionable,’ ‘clear,’ or ‘effective’ so they can evaluate their product more objectively later.

The student states a clear intended product and connects it directly to their sustainability focus, which makes the project purpose easy to understand.

This is a practical and necessary criterion because it supports testing and displaying the product during development.

The student includes a meaningful purpose for the product, not just a description of what it is. That strengthens the authenticity of their planning.

This criterion is still too general. The student should explain how they will judge success for the design, such as specific features, construction standards, or an observable visual outcome.

This criterion is partly about process, but it does not show why those sources matter to the final product. Link it more directly to the sustainability message or to the visual/design outcome.

The student shows awareness of why planning matters, and they explain that the plan supports both progress and deadline management.

The student should add sequencing and clearer milestones so the plan becomes more feasible. They should show what must happen first, what depends on earlier steps, and how each task supports a specific criterion.

The student explains how research supported their learning goal and shows a logical link between gathering examples and developing their own design.

These criteria are useful, but the student does not explain how they applied them consistently or why they were the most effective criteria for choosing sources. They should add evidence of how the criteria affected their decisions.

The student shows deliberate selection rather than casual browsing. Using criteria to judge sources is a strong ATL-related planning habit.

This is a good place to include brief evidence of impact. The student should explain what each selected source contributed to the final design, so the reader can see how research changed their product.

The student shows clear self-management by planning ahead and building in backup materials, which supports a more reliable making process.

The student explains how informed decision-making improved the product, especially by linking material choices, structure, and sustainability.

The student describes thinking skills well, but the explanation stays general. They should include a specific example of a design choice they rejected or changed and explain exactly why it improved the final product.

This is a strong example of applying a learned skill directly to the product, showing a clear transfer from research to making.

This conclusion is too absolute for eight survey responses. The student should qualify their claim and discuss any limitations in their sample so their evaluation is more credible.

The student explains the impact of a specific skill on product quality, which is exactly the kind of evidence that strengthens this criterion.