IB Personal Project (MYP) External Assessment Exemplar

You clearly articulate how research and thinking ATL skills were applied to your learning goal, citing concrete sources and analytical processes.

Your breakdown of time-management and self-management ATL skills across filming and editing phases showcases proactive organization.

The description of communication and collaboration ATL skills—negotiating acting directions and peer interactions—demonstrates effective social engagement.

The report would benefit from specific examples showing how peer feedback led to concrete scene revisions, highlighting the impact of collaboration.

Quantifying the time allocated to each filmmaking stage (e.g., hours spent on editing vs. filming) would enable efficiency analysis and schedule optimization.

Your reflection on prior MYP3 planning and research skills shows insightful transfer and solidifies the organizational foundation of your project.

The detailed action plan with dates, actions and ATL skills demonstrates strong sequencing and resource management.

The success-criteria table is comprehensive and SMART, providing measurable benchmarks for film quality and engagement.

Linking cinematic choices—angles and perspectives—to character dynamics reflects thoughtful product analysis.

Your evaluation of acting quality, substantiated by survey data, effectively ties performance to predefined criteria.

A clear learning goal linked to personal experience reveals strong self-discovery motivation, enhancing project relevance.

Visual style choices lack targeted audience feedback; a focused survey question on aesthetics would validate your decisions.

The timeline would benefit from built-in buffer periods for key tasks (e.g., supervisor meetings) to safeguard against scheduling shifts.

The broad brainstorm mind-map generated many ideas but needs refinement to align directly with your film’s success criteria.

Portraying only insecure attachment styles limits thematic contrast; including a secure‐style example would strengthen your evaluation.

Consider adding a column in your criteria table for necessary resources and roles (e.g., audio technician, acting coach) to enhance feasibility planning.

You identify multiple ATL skills (thinker, communicator, open-minded) and articulate their evolution, demonstrating deep learning transfer.

Your evaluation of how engaging with psychological research enriched the narrative impact shows thoughtful connection between theory and practice.

Reflection on risk-taking as a learner-profile trait reveals mature self-awareness and links personal growth to creative choices.

The reflection would be more compelling if you mapped outcomes directly to each success criterion, providing clear evidence of goal achievement.