IB Personal Project (MYP) External Assessment Exemplar

Secured and documented interviews with adolescents and specialists, showcasing strong communication and interpersonal ATL skills

Demonstrated significant improvement in time-management and organization to overcome procrastination, reflecting effective self-management

Applied critical thinking to shift perspective on alcohol use, indicating deeper analytical ATL skills

Displayed empathy and listening skills during interviews, enhancing the quality of qualitative data collected

Designed a friendly, audience-focused rehabilitation guide, using creative and media-literacy skills to tailor content for multiple stakeholders

Minimal reflection on information-literacy practices when verifying support-center data and selecting credible sources

Lack of evaluation of data-analysis skills and absence of quantitative evidence to strengthen the product

Insufficient reflection on problem-solving strategies and resilience when facing challenges securing expert interviews

No explicit analysis of how ATL research approaches evolved during the shift from academic report to rehabilitation guide

Inclusion of a structured action plan with weekly research steps demonstrating a foundational approach to sequencing tasks

Use of a timeline table to map out tasks and milestones, showing awareness of scheduling

Articulation of intended product outcome, indicating clarity of purpose

Lack of clearly stated, measurable success criteria at the outset to guide development and self-assessment

Insufficient detail on resources and support needed to complete each action step, reducing feasibility

No critical evaluation of the timeline’s effectiveness or allowance for buffer time, limiting adaptive planning

Insightful reflection on how the project deepened empathy and altered analytical perspectives towards adolescent drinking

Articulate description of personal belief shifts and increased mental health awareness, evidencing transformative learning

Clear acknowledgment of developing empathy through interviews and the emotional factors influencing the target audience

Holistic concluding reflection on the role of raising awareness and providing solutions, demonstrating self-growth

Reflections are not systematically linked to the originally defined success criteria, reducing rigor in self-evaluation

No explicit mapping of outcomes against each success criterion to show where the product met, exceeded or fell short

Lack of quantification or specific evidence (e.g., behavior changes, survey results) to substantiate claims of personal growth

Insufficient connection between personal insights and defined learning goals, limiting focused future improvement