IB Personal Project (MYP) External Assessment Exemplar

You provide detailed examples of applying organizational (self-management) skills—such as creating mood boards and dedicated folders—to structure your process.

You clearly show how planning and organizing (ATL) directly influenced product cohesion through systematic color-palette documentation.

Your discussion of creative thinking ATL skills demonstrates impact on narrative development, including storyline adjustments.

Your thorough research linking theory on visual elements and genre-specific themes showcases effective use of research ATL skills.

Many examples would be stronger if you explicitly named the specific ATL skill being applied in each instance.

While you describe how skills were used, you could further explain their direct impact on the quality of your final product.

Some connections between the ATL skills and the resulting improvements are implied rather than fully articulated.

You establish a specific, meaningful learning goal focused on capturing mood and tone, which provides a clear, focused foundation for inquiry.

You convincingly connect your learning goal to personal interest with vivid examples, enhancing the authenticity and motivation behind your project.

Your choice of the Personal and Cultural Expression global context is well–justified and aligns closely with your objectives.

Your intended product outcome is clearly articulated, linking each of the five paintings to specific genres and narrative goals.

You outline consistent testing methods (feedback collection and self–evaluation) to support iterative refinement of your work.

The materials and resources list is referenced but not actually included, reducing the feasibility of your action plan.

The success criteria table’s “Cohesion &” row is incomplete: missing prompts, evaluation reasons, and testing methods.

The transition from sketches to final compositions is described only generally; it lacks specific milestones, sequencing details and resource allocations.

You offer concrete, quantitative evidence of time-management growth, noting how painting durations decreased from six to two days.

Your inclusion of peer survey charts adds real data to support your reflections on audience response.

Your succinct summary of the series concept links characters, genres and narrative effectively, aligning with your success criteria.

Your evaluation of aesthetics and color palette is insightful and supported by clear audience feedback.

Process photos provide compelling visual evidence of evolving techniques and problem-solving moments.

The concluding reflection on personal growth is incomplete, ending mid-sentence and leaving overall learning outcomes unclear.

The reflection on Character Symbolism & Composition is truncated, without full improvement suggestions.

Some success criteria evaluations lack specific, actionable next steps based on your findings.

Numerical survey results are presented graphically but not integrated into the narrative, making them harder to interpret in context.