IB Personal Project (MYP) SL External Assessment Example

The student's criteria table is useful, but several descriptors are too general to evaluate reliably. They should tighten the wording so each level is measurable and clearly linked to the product features they will actually make.

The student's learning goal is relevant, but it is still broad. They should make it more measurable by stating what they will learn, how they will demonstrate it, and what evidence will show success.

The student should strengthen this by linking their personal interest to specific design decisions. They should explain exactly how their experience as a dancer shaped choices such as layout, lighting, color, or studio features.

This is a good start, but the plan would be stronger if the student added sequencing and more detail on time, resources, and milestones. They should show when each stage happens and how each step leads to the final model.

The student clearly connects the project to a genuine personal interest in dance and interior design. This makes the learning goal purposeful and gives their report a convincing rationale for why this product matters to them.

The success criteria are introduced well, but they need to be more specific and measurable. The student should define what counts as successful for each criterion so they can evaluate the final product objectively.

To make the plan more convincing, include actual checkpoints for drafting, testing, revising, and completing the model. That would show clearer sequencing and make it easier to judge whether the plan was effective.

The student demonstrates strong planning by breaking the project into dated tasks. This helps show a realistic sequence of work and supports their ability to manage a long-term project.

The student mentions source recording, but they do not really explain how these ATL skills improved the quality of their learning. They should add specific evidence of how their research changed their design decisions or solved a problem.

This section would be stronger if the student showed more clearly how prior knowledge was transferred into a new context. They should explain what they adapted from earlier model-making work and how that improved this product.

The student describes a clear research process and shows how ATL skills supported the learning goal. The mind map, source gathering, and note-taking all demonstrate purposeful application of research and media literacy skills.

The student should keep this focus on self-management, but add one or two concrete examples of where the timetable actually helped them stay on track. That would show the impact of the ATL skill rather than just stating it was used.

This is a strong example of communication skills because the student used feedback from relevant people to inform their work. It shows that they were not working in isolation and were actively improving their ideas through dialogue.

The student could make this stronger by explaining exactly how the feedback changed a design choice. They should identify one revision they made after the interview and why it improved the final product.