Rubric for Personal Project

Assessment Criteria

24 marks

Criterion A: Planning, 8 marks

Criterion B: Applying Skills, 8 marks

Criterion C: Reflecting, 8 marks

One page rubric of personal project


Detailed rubric of personal project


Rubric

Criterion A: Planning


Maximum: 8


In the personal project, students should be able to:


i. state a learning goal for the project and explain how a personal interest led to that goal

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

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

0

The student does not achieve a standard described by any of the descriptors below.

1-2

The student:

i. states a learning goal

ii. states their intended product

iii. presents a plan that is superficial or that is not focused on a product.

3-4

The student:

i. states a learning goal and outlines the connection between personal interest(s) and that goal

ii. states their intended product and presents basic success criteria for the product

iii. presents a plan for achieving the product and some of its associated success criteria.

5-6

The student:

i. states a learning goal and describes the connection between personal interest(s) and that goal

ii. states their intended product and presents multiple appropriate success criteria for the product

iii. presents a detailed plan for achieving the product and most of its associated success criteria.

7-8

The student:

i. states a learning goal and explains the connection between personal interest(s) and that goal

ii. states their intended product and presents multiple appropriate, detailed success criteria for the product

iii. presents a detailed plan for achieving the product and all of its associated success criteria.

Definitions

Learning goal: What students want to learn as a result of doing the personal project.

Product: What students will create for their personal project.

Presents: Offer for display, observation, examination or consideration.

State: Give a specific name, value or other brief answer without explanation or calculation.

Outline: Give a brief account or summary.

Describe: Give a detailed account or picture of a situation, event, pattern or process.

Explain: Give a detailed account including reasons or cause

Criterion B: Applying Skills


Maximum: 8


In the personal project, students should be able to:


i. explain how the ATL skill(s) was/were applied to help achieve their learning goal ii. explain how the ATL skill(s) was/were applied to help achieve their product.


0

The student does not achieve a standard described by any of the descriptors below.


1-2

The student:

i. states which ATL skill(s) was/were applied to help achieve their learning goal

ii. states which ATL skill(s) was/were applied to help achieve their product.

3-4

The student:

i. outlines which ATL skill(s) was/were applied to help achieve their learning goal, with superficial examples or evidence

ii. outlines which ATL skill(s) was/were applied to help achieve their product, with superficial examples or evidence.

5-6

The student:

i. describes how the ATL skill(s) was/were applied to help achieve their learning goal, with reference to examples or evidence

ii. describes how the ATL skill(s) was/were applied to help achieve their product, with reference to examples or evidence.

7-8

The student:

i. explains how the ATL skill(s) was/were applied to help achieve their learning goal, supported with detailed examples or evidence

ii. explains how the ATL skill(s) was/were applied to help achieve their product, supported with detailed examples or evidence.


Definitions

  • Learning goal: What students want to learn as a result of doing the personal project.

  • Product: What students will create for their personal project.

  • ATL skill(s) clusters: One or more of: communication, collaboration, organization, affective, reflection, information literacy, media literacy, critical thinking, creative thinking, transfer.

  • State: Give a specific name, value or other brief answer without explanation or calculation.

  • Outline: Give a brief account or summary.

  • Describe: Give a detailed account or picture of a situation, event, pattern or process.

  • Explain: Give a detailed account including reasons or causes.


Criterion C: Reflecting

Maximum: 8

In the personal project, students should be able to:

i. explain the impact of the project on themselves or their learning

ii. evaluate the product based on the success criteria.

0

The student does not achieve a standard described by any of the descriptors below.

1-2

The student:

i. states the impact of the project on themselves or their learning

ii. states whether the product was achieved.

3-4

The student:

i. outlines the impact of the project on themselves or their learning

ii. states whether the product was achieved, partially supported with evidence or examples.

5-6

The student:

i. describes the impact of the project on themselves or their learning

ii. evaluates the product based on the success criteria, partially supported with evidence or examples.

7-8

The student:

i. explains the impact of the project on themselves or their learning

ii. evaluates the product based on the success criteria, fully supported with specific evidence or detailed examples.

Definitions

  • Product: What students will create for their personal project.

  • State: Give a specific name, value or other brief answer without explanation or calculation.

  • Outline: Give a brief account or summary.

  • Describe: Give a detailed account or picture of a situation, event, pattern or process.

  • Explain: Give a detailed account including reasons or causes.

  • Evaluate: Make an appraisal by weighing up the strengths and limitations.



Grade Boundaries

Grade Boundaries for the new rubric will not be issued until after August 2022. However, Meridian School does have a conversion scale for 24 marks for MYP that we can use as a guide for grade boundaries.

MYP Conversion Scale for 24 Marks