IB Personal Project (MYP) SL External Assessment Example

The student clearly establishes a personal starting point and connects it to the value of their project. This gives their report purpose and helps explain why the learning goal matters to them.

The student's learning goal is relevant, but it is too broad to be fully measurable. They should narrow it to a few specific skills or techniques so success can be judged more clearly.

How will the student know, in practical terms, that this product goal has been fully achieved? They could consider what evidence would show the book was completed, published, and successfully made available to the intended audience.

The student should revise their success criteria so each one is specific and measurable. For example, they should define what counts as effective vocabulary, a clear moral, or appropriate illustration quality.

The student's criteria would be stronger if each one stayed separate and measurable. They should split combined criteria like cost and time into clearer statements so each can be evaluated independently.

The student's plan includes concrete stages of research, drafting, and illustration. That sequencing shows they were thinking ahead about how the product would actually be created.

Some plan entries describe what the student learned, but not how that learning changed the next step in their product. They should make the link between each activity and a specific improvement to the storybook clearer.

When describing ATL skills, the student should add one short example of effectiveness for each skill. They should show not only what they did, but how it helped them stay on track or improve the product.

The student identifies relevant ATL skills and supports them with concrete research methods. This is much stronger than simply naming the skills because it shows how they were used.

The student explains what they found, but not enough about how those findings improved their own learning outcome. They should focus more on how the research changed their decisions or strengthened their final product.

What specific evidence shows that the student's time management improved the product quality or helped them meet deadlines more effectively? They should try to include one concrete example rather than a general statement.

The student would improve this strand by showing exactly how each thinking skill changed the storybook itself. For example, they should explain how one specific idea, character choice, or revision improved the final quality.

This section becomes generic here and does not stay focused on the student's project. They should remove unrelated discussion and keep the explanation tied directly to how communication helped them gather useful information for the book.