IB Personal Project (MYP) External Assessment Exemplar

Well-organized presentation of ATL skills in B.1, enhancing readability and helping the reader track each skill’s application.

B.2 mirrors the structure of B.1, providing a coherent flow when explaining how ATL skills were applied to the product itself.

Limited linkage between ATL skills and specific features or decisions in the guide/website.

Lack of concrete evidence demonstrating the impact of research and communication strategies (for example, user engagement metrics or testimonials).

Self-management skills are described but unsupported by documentary evidence (such as progress logs or Gantt charts).

Timelines are mentioned without correlating completed milestones to deliverables or product refinements.

Communication skills are discussed in general terms; feedback examples should be included to show how revisions improved clarity.

Clear articulation of the learning goal and personal interest, providing a solid foundation for the project.

Comprehensive testing methods directly aligned with each success criterion, ensuring robust evaluation.

Effective sectioning of A.2, which improves navigation and reader orientation.

Insufficient use of specific examples from personal playing experience to illustrate how the goal is rooted in genuine interest.

Action plan omits necessary resources, materials and sequencing rationale, limiting the demonstration of feasibility.

Success criteria are conceptually described but lack measurable targets and quantitative metrics.

Engaging introduction that effectively contextualizes the impact of the project on your learning journey.

Sophisticated synthesis of critical and creative thinking, demonstrating maturity in adapting strategies and structuring content.

Depth of reflection evident in linking project work to broader football methodologies and training principles.

Reflection lacks a detailed case study of a specific obstacle and the strategy you used to overcome it.

No before-and-after comparisons or assessments to evidence concrete skill development.

Evaluation table scores are presented without explicit justification tied to specific test results or examples.

Audience reach growth is noted but not supported with benchmarks or comparative metrics.