IB Personal Project (MYP) SL External Assessment Example

The student states a clear learning goal and connects it convincingly to a personal interest in skin health and nanotechnology. This gives their project a focused direction and shows genuine motivation behind the inquiry.

The student strengthens the planning section by explaining why this topic matters to them and how it links to their interests. The project feels purposeful rather than generic.

The student's intended product is identified, but the goal is still broad. They should narrow it by stating exactly what the article will include, who the audience is, and what evidence will show that it meets their success criteria.

This is a performance description, but it is not yet a clear success criterion for the student's own product. They should rewrite each criterion as something their article must demonstrate, so it is specific to the work they are producing.

The student's success criteria rely heavily on opinions rather than measurable standards. They should turn them into specific, assessable descriptors so they can judge the article against evidence instead of general feedback.

This shows the right intention, but the plan is not yet fully detailed or clearly feasible. Include the exact research steps, drafting stages, and how each success criterion will be checked during production.

The student's action plan is a strong planning tool. To make it even more effective, they should add sequencing details showing which tasks must be completed before others and what resources are needed at each stage.

The student correctly identifies an ATL skill and connects it to their learning goal. This shows awareness of which skill set supports their inquiry process.

The student explains how research skills support comparison and interpretation, which is relevant to the product. This is stronger than simply naming a skill because they show its purpose in their investigation.

This remains quite general because it does not show what the student actually did with the sources or how that improved their work. They should add specific examples of source evaluation, note-taking, or comparison that demonstrate impact.

The student mentions communication, but they do not clearly explain how research skills improved the final product itself. They should link the ATL skill to a visible product outcome, such as clearer structure, stronger evidence, or more balanced argumentation.

If the student wants this evidence to be convincing, they should explain how the research process changed their product quality. For example, they should describe how comparing sources helped them refine claims, reject weak evidence, or improve the article's accuracy.

This is a useful idea, but it would be stronger with one concrete example of audience adaptation. The student should explain how the article uses language, visuals, or explanation level differently from their more technical research notes.

The student makes a clear connection between communication skills and the purpose of the article. This shows that they understand how format and audience influence the effectiveness of their product.