Grade bands

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.

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.

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.

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.

Indicators (evidence)

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

• 

  Authentic, detailed and supported explanation of the link between a specific and unique learning goal and personal interest.

• 

  Personal interest is thoroughly explained and linked to any of the following: prior learning, a global context, interest or hobby.

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

• 

  The specific and sufficiently challenging product goal is clearly stated.

• 

  Research-based success criteria cover the scope (5-8 aspects) of the product and are clear, specific, suitably challenging, detailed and measurable (including a consideration of audience and/or purpose).

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

• 

  The detailed plan includes short-term and long-term action planning specifically tied to all of the success criteria. 

• 

  The plan also includes most revisions that were made along the way. 

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

• 

  Detailed and supported description of the link between a specific learning goal and personal interest.

• 

  Personal interest is described and linked to any of the following: prior learning, a global context, interest or hobby

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

• 

   The product goal is clearly stated

• 

  Clear success criteria cover the scope (5-8 aspects) of the product. 

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

• 

  The detailed plan includes short-term and long-term action planning specifically tied to most of the success criteria. 

• 

  The plan also includes some revisions that were made along the way. 

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

• 

  Outlines the link between a learning goal and personal interest.

• 

  Personal interest is mentioned but may be superficial or only briefly outlined.

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

• 

  The product goal is stated

• 

  Success criteria mostly cover the scope of the product. 

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

• 

  The plan includes short-term and long-term action planning specifically tied to some of the success criteria. 

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

• 

  Vague or very brief statement of the link between a learning goal and personal interest.

• 

  Personal interest may be unclear or not mentioned at all.

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

• 

  The product goal is stated
    

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

• 

  The plan is incomplete, superficial or does not focus on the product goal.

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 causes.

Grade bands

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.

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.

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.

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.

Indicators (evidence)

This section of the report is divided into three sections:

• Introduction to Criterion B: Taking action

• Applying ATL skills to my learning goal

• Applying ATL skills to my product goal

• 

  This section of the report addresses the application of the ATL skill(s) to the learning goal and to the product goal. 

• 

  The student has chosen relevant ATLs with sufficient evidence and justification of their choices.

• 

  This section of the report is balanced between the learning goal and product goal evidence.

• 

  The explanation(s) and evidence are different for each of the strands (learning goal and product goal). There is no unnecessary repetition of ideas, explanations or evidence.

Introduction

• 

  Identification of the ATL skills chosen.

• 

  Explanation of how selected ATL skills are relevant to the learning and product goals. 

i. Applying ATL skills to my learning goal

• 

  Includes ATL Skills statement for the learning goal. Each statement names the skill, the strategy for developing the skill(s) and the evidence to be collected.

• 

  Each strategy is then explained and justified with reference to the learning goal.

• 

  Each ATL objective is supported with relevant examples and/or relevant pieces of evidence.
  An example is included in the narrative with reference to a source that appears in the Works Cited; evidence might be a screenshot, photo, graph, chart, extract from a process journal, drawing, or video capture explained in connection to your goal.

• 

  There is an authentic and relevant connection between the ATL skill objective(s) and the learning goal.

ii. Applying ATL skills to my product goal

• 

  Includes ATL Skills statement for the product goal. Each statement names the skill, the strategy for developing the skill(s) and the evidence to be collected.

• 

  Each strategy is then explained and justified with reference to the product goal.

• 

  Each ATL objective is supported with relevant examples and/or relevant pieces of evidence.
  An example is included in the narrative with reference to a source that appears in the Works Cited; evidence might be a screenshot, photo, graph, chart, extract from a process journal, drawing, or video capture explained in connection to your goal.

• 

  There is an authentic and relevant connection between the ATL skill objective(s) and the product goal.

This section of the report should be divided into three sections:

• Introduction to Criterion B: Taking action

• Applying ATL skills to my learning goal

• Applying ATL skills to my product goal

• 

  This section of the report addresses the application of the ATL skill(s) to the learning goal and to the product goal. 

• 

  The student has chosen relevant ATLs with evidence for each. 

• 

  This section of the report is balanced between the learning goal and product goal evidence.

• 

  The description(s) and evidence are different for each of the strands (learning goal and product goal). There is no unnecessary repetition of ideas, explanations or evidence.

Introduction

• 

  Identification of the ATL skills chosen.

• 

  Description of how selected ATL skills are relevant and applicable. 

i. Applying ATL skills to my learning goal

• 

  Includes an ATL Skills statement for the learning goal. The statement names the skill, the strategy for developing the skill(s) and the evidence to be collected.

• 

  Each strategy is then described with reference to the learning goal.

• 

  Each ATL objective is supported with relevant examples and/or relevant pieces of evidence.
  An example is included in the narrative with reference to a source that appears in the Works Cited; evidence might be a screenshot, photo, graph, chart, extract from a process journal, drawing, or video capture explained in connection to your goal.

• 

  There is a relevant connection between the ATL skill objective(s) and the learning goal.

ii. Applying ATL skills to my product goal

• 

  Includes an ATL Skills statement for the product goal. The statement names the skill, the strategy for developing the skill(s) and the evidence to be collected.

• 

  Each strategy is then described with reference to the product goal.

• 

  Each ATL objective is supported with relevant examples and/or relevant pieces of evidence.
  An example is included in the narrative with reference to a source that appears in the Works Cited; evidence might be a screenshot, photo, graph, chart, extract from a process journal, drawing, or video capture explained in connection to your goal.

• 

  There is a relevant connection between the ATL skill objective(s) and the product goal.

Imbalance (max. score of 4)

This section of the report may not be balanced between the two strands. It may also be too short. If written, this section of the report might only be 3 pages or fewer. If recorded, it may be less than 2 minutes long.

• 

  This section of the report addresses the application of the ATL skill(s) to the learning goal and to the product goal. 

• 

  The student has chosen ATLs and provided some (possibly superficial) evidence or explanation for each.

• 

  The outlining of evidence may include some repetition.

i. Applying ATL skills to my learning goal

• 

  Includes an ATL Skills statement for the learning goal but the statement might not include the evidence gathered.

• 

  Each strategy is then outlined with reference to the learning goal.

• 

  The ATL objective is supported by superficial examples and/or evidence.
  An example is included in the narrative with reference to a source that appears in the Works Cited; evidence might be a screenshot, photo, graph, chart, extract from a process journal, drawing, or video capture explained in connection to your goal.

• 

  There is a connection between the ATL skill objective(s) and the learning goal.

ii. Applying ATL skills to my product goal

• 

  Includes an ATL Skills statement for the product goal but the statement might not include the evidence gathered.

• 

  Each strategy is then outlined with reference to the product goal.

• 

  ATL objective is supported by superficial examples and/or evidence.
  An example is included in the narrative with reference to a source that appears in the Works Cited; evidence might be a screenshot, photo, graph, chart, extract from a process journal, drawing, or video capture explained in connection to your goal.

• 

  There is a connection between the ATL skill objective(s) and the product goal.

This section of the report may be very imbalanced between the two strands. It may also be much too short. If written, this section of the report might only be 2 pages or fewer. If recorded, it may be less than 90 seconds long.

• 

  This section of the report may only address the application of an ATL skill to either the learning goal or the product goal. 

• 

  The student has chosen an ATL but there might be little or no relevant evidence.

• 

  There might be unnecessary repetition used as filler.

i. Applying ATL skills to my learning goal

• 

  Includes an ATL skill for the learning goal but the statement is not backed up with relevant evidence.

• 

  A strategy may or may not be stated with reference to the learning goal.

• 

  There is little connection between the ATL skill statement and the learning goal.

ii. Applying ATL skills to my product goal

• 

  Includes an ATL skill for the product goal but the statement is not backed up with relevant evidence.

• 

  A strategy may or may not be stated with reference to the product goal.

• 

  There is little connection between the ATL skill statement and the product goal.

Grade bands

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.

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.

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.

1-2

The student: 

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

ii. states whether the product was achieved.

Indicators (evidence)

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

• 

  Explains how they developed as a person, possibly with reference to one or more Learner Profile traits focusing on the self (for example, principled, open-minded, caring, risk-taker, and/or balanced).

• 

  Explains how they developed as a learner, possibly with reference to one or more Learner Profile trait focusing on the learning (for example, inquirer, knowledgeable, thinker, communicator and/or reflective). 

• 

  The reflection is authentic and personal and does not unnecessarily repeat any other part of the Personal Project report.

• 

  Reference to ATL skill development should be other than those skills addressed in Crit. B.

• 

  Emphasis on the student’s strengths and growth (not only weaknesses)

ii. Evaluate the product based on the success criteria

• 

  The product is thoughtfully evaluated against each of the success criteria with sufficient evidence for each strand.

• 

  The success criteria are not included again in this section of the report because they appear in Criterion A; strands from the success criteria can be quoted or referenced when being evaluated.

• 

  Includes evidence that the evaluation was undertaken together with their supervisor

• 

  The student may also evaluate the scope and sophistication of the success criteria in relation to the final product. For example, they could explain what they would have changed, deleted or added and why.

Balance

• 

  This section of the report is nearly equally balanced in length between the two strands.

Works Cited

• 

  The Works Cited is submitted together with the report (in a separate PDF); it is accurately formatted according to MLA guidelines with a suitable variety, range, and number of sources; each listed source is referenced in the body of the report.

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

• 

  Describes how they developed as a person, possibly with reference to one Learner Profile trait focusing on the self (for example, principled, open-minded, caring, risk-taker, and/or balanced). 

• 

  Describes how they developed as a learner, possibly with reference to one Learner Profile trait focusing on learning (for example, principled, open-minded, caring, risk-taker, and/or balanced).

• 

  The reflection is authentic and personal 

• 

  There is little unnecessary repetition of content from other parts of the report.

ii. Evaluate the product based on the success criteria

• 

  The product is evaluated against each of the success criteria with some evidence for each strand.

• 

  Includes some evidence that the evaluation was undertaken together with their supervisor

• 

  The student may also evaluate the success criteria in relation to the final product.

Balance

• 

  This section of the report is nearly balanced in length between the two strands.

Works Cited

• 

  The Works Cited is submitted together with the report (in a separate PDF); it is mostly accurately formatted according to MLA guidelines with some variety and range of sources; most listed sources are referenced in the body of the report.

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

• 

  Outlines how they developed as a person or as a learner with possible reference to one Learner Profile trait 

• 

  There may be unnecessary repetition of content from other parts of the report.

ii. Evaluate the product based on the success criteria

• 

  The product is evaluated against most of the success criteria with little evidence stated.

Imbalance

• 

  A significant imbalance between the two strands can achieve no more than a 4.

Works Cited

• 

  The Works Cited is submitted together with the report; it is partially accurately formatted according to MLA guidelines with little variety or range of sources; few if any listed sources are referenced in the body of the report

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

• 

  States that they developed as a person or as a learner 

• 

  There may be substantial, unnecessary repetition of content from other parts of the report.

ii. Evaluate the product based on the success criteria

• 

  The product is evaluated against some of the success criteria no evidence stated.

Imbalance

• 

  A significant imbalance between the two strands can achieve no more than a 4.

Works Cited

• 

  The Works Cited is missing or incomplete or may only be a list of URLs.