IB Personal Project (MYP) SL External Assessment Example

The student's learning goal is interesting, but it is still broad. They should make the goal more measurable by stating what specific photographic differences they will investigate and how they will judge success.

Turn this into a more feasible plan by naming the main stages, resources, and deadlines. A brief sequence for photo collection, design, editing, and printing would make the plan much stronger.

Consider rewriting each criterion as a testable statement. For example, specify the number of distinct layouts, the expected design features, and what “good and neat” will look like in practice.

This success criterion is not yet fully measurable because terms like “authentic theme” and “great feedback” are vague. Define what evidence would count, such as a checklist or a specific feedback threshold.

The student explains why research skills mattered to their goal and shows how they supported their decisions. This is a solid link between ATL skills and achievement of the learning goal.

To strengthen this section, show the effect of the ATL skill on the final product. For example, explain which photo-taking technique improved image quality or made a page more successful.

The student describes sources and facts, but they do not clearly explain how the research changed their work. They should add direct examples of decisions they made because of the research, not just what they read.

This is reflective in tone, but it does not yet explain a specific ATL skill in action. The student should link the skill to a concrete design or problem-solving decision they made while producing the yearbook.

How did the decisions the student made while building the yearbook improve its quality compared with their first draft? Identifying one or two specific changes would make their application of skills more convincing.