Rubric for Personal Project

Assessment Criteria

24 marks


Rubric

Maximum 8 per Criterion --Supervisor will score holistically for each criterion on a 1-8 scale

Criterion A =Planning

 ____/8

Strand i: State a learning goal for the project and explain how a personal interest led to that goal

1-2: States a learning goal

3-4: States a learning goal and outlines the connection between personal interests and that goal

5-6: States and learning goal and describes the connection between personal interests and that goal

7-8 States a learning goal and explains the connection between personal interests and that goal


Strand ii: state an intended product and develop appropriate success criteria for the product

1-2: States their intended product

3-4: States their intended product and presents basic success criteria for the product

5-6: States intended product and presents multiple appropriate success criteria for the product

7-8: States their intended product and presents multiple appropriate, detailed success criteria for the product. 


Strand iii: present a clear, detailed plan for achieving the product and its associated success criteria

1-2 Presents a plan that is superficial or that is not focused on a product

3-4 Presents a plan for achieving the product and some of its associated success criteria

5-6 Presents a detailed plan for achieving the product and most of its associated success criteria

7-8 Presents a detailed plan for achieving the product and all of its associated success criteria


Criterion B: Applying Skills

 = ____/8

Strand i: explain how the ATL skills were applied to help achieve their learning goal

1-2 States which ATL skill(s) was/were applied to help achieve their learning goal

3-4 Outlines which ATL skill(s) was/were applied to help achieve their learning goal

5-6 Describes how the ATL skill(s) was/were applied to help achieve their learning goal, with reference to examples or evidence

7-8 Explains how the ATL skill(s) was/were applied to help achieve their learning goal, supported with detailed examples or evidence


Strand ii: explain how the ATL skill(s) was/were applied to help achieve their product

See link for more information on the ATL Skills.

1-2 States which ATL skill(s) was/were applied to help achieve their product

3-4 Outlines how the ATL skill(s) was/were applied to help achieve their product, supported with superficial  examples or evidence

5-6 Describes how the ATL skill(s) was/were applied to help achieve their product, supported with reference to examples or evidence

7-8 Explains how the ATL skill(s) was/were applied to help achieve their product, supported with detailed examples or evidence


Criterion C: Reflecting

 = ____/8

Strand i: explain the impact of the project on themselves or their learning

1-2 States the impact of the project on themselves or their learning

3-4 Outlines the impact of the project on themselves or their learning

5-6 Describes the impact of the project on themselves or their learning

7-8 Explains the impact of the project on themselves or their learning


Strand ii: evaluate the product based on the success criteria

1-2 States whether the product was achieved

3-4 States whether the product was achieved, partially supported with evidence or examples

5-6 Evaluates the product based on the success criteria, partially supported with specific evidence or examples

7-8 Evaluates the product based on the success criteria, fully supported with specific evidence or detailed examples


Notes about impact of the project:

• could refer to any aspect of having done the project: inquiry, action and/or reflection

• could include progress made towards the learning goal

• could include ways in which the student has grown as a learner, such as improvement in the ATL skills

    or learner profile attributes

• could include ways in which the student has grown or changed as a result of the project.



Grade & Descriptor 

1  (0-2 marks) F

Produces work of a very limited quality. Conveys many misunderstandings of the process of learning independently. Very rarely demonstrates critical thinking. Very inflexible, rarely shows evidence of knowledge or skills. 

2  (3-5 marks) F

Produces a report of limited quality. Communicates limited understanding of the process of learning independently. Demonstrates limited evidence of critical thinking. Limited evidence of transfer of knowledge or approaches to learning skills into the project. 

3 (6-10 marks) C-

Produces an acceptable report. Communicates basic understanding of the process of learning independently through the project. Begins to demonstrate some basic critical thinking. Begins to transfer knowledge and approaches to learning skills into the project. 

4 (11-14) C

Produces a good-quality report. Communicates basic understanding of the process of learning independently through all stages of the cycle of inquiry. Often demonstrates critical thinking. Transfers some knowledge and some approaches to learning skills into the project. 

5 (15-17 marks) B

Produces a generally high-quality report that demonstrates a thorough process. Communicates good understanding of the process of learning independently through all stages of the cycle of inquiry. Demonstrates critical thinking, sometimes with sophistication. Usually transfers knowledge and approaches to learning skills into the project. 

6 (18-20 marks) A

Produces a high-quality report that demonstrates a thorough process. Communicates extensive understanding of the process of learning independently through all stages of the cycle of inquiry. Demonstrates critical thinking, frequently with sophistication. Transfers knowledge and approaches to learning skills into the project. 

7 (22-24 marks) A+

Produces a high-quality report that demonstrates a thorough process. Communicates comprehensive, nuanced understanding of the process of learning independently through all stages of the cycle of inquiry. Consistently demonstrates sophisticated critical thinking. Successfully transfers knowledge and approaches to learning skills into the project with independence. 



Grade Boundaries 2021-22