Criteria

Below is the criteria with task specific clarification. The clarificatino is written from the point of view of a teacher who is grading the work, identifying where to look for evidence and what evidence to look for. Use this as an opportunity to "Step out of yourself" and view your work the way someone else will. This will help guide you to make decisions.

Remeber, THIS IS HOW YOU WILL BE GRADED. You will not improve your grade by "Working Really Hard".  You will improve your grade by understanding what you are trying to achieve.

Know the criteria and use them to guide you at the start.

Criterion A: Investigating

In the Report, students should:

i.         define a clear goal and global context for the project, based on personal interests

Look in Report Part A, “Goal”.

To demonstrate this, the student identifies the goal and product, and explains this in terms of personal interest. Identifies a Global Context, defines what they mean by the Global Context using appropriate words, terms and phrases selected from MYP documentation, (Principles into Practice P60-62) and explains the connections to their work.

ii.        identify prior learning and subject-specific knowledge relevant to the project

Look in Report Part A, “Prior Learning”

To demonstrate this, the student explains what they already know, or what their skill level is. Specifically identifies a subject that this relates to. ”In Science I…” Then identifies either a topic or unit of study from the subject, an objective (Criteria), or a specific subject concept.

iii.       demonstrate research skills.

Look in Report Part A, “Research” for evaluation of sources. Also look at work cited section and use of in- text citations. If evidence is still needed, llook in journal for “Artefacts” in ATL Research.

To demonstrate this, the student evaluates origin, value and limitations of sources identifies important quotes, documents sources in a work cited section, provides in text citation, and includes evidence of research in journal extracts

Achievement level	Level descriptor
0	The student does not achieve a standard described by any of the descriptors below.
1–2	The student is able to: i.         state a goal and context for the project, based on personal interests, but this may be limited in depth or accessibility ii.        identify prior learning and subject-specific knowledge, but this may be limited in occurrence or relevance iii.       demonstrate limited research skills.
3–4	The student is able to: i.         outline a basic and appropriate goal and context for the project, based on personal interests ii.        identify basic prior learning and subject-specific knowledge relevant to some areas of the project iii.       demonstrate adequate research skills.
5–6	The student is able to: i.         define a clear and challenging goal and context for the project, based on personal interests ii.        identify prior learning and subject-specific knowledge generally relevant to the project iii.       demonstrate substantial research skills.
7–8	The student is able to: i.         define a clear and highly challenging goal and context for the project, based on personal interests ii.        identify prior learning and subject-specific knowledge that is consistently highly relevant to the project. iii.       demonstrate excellent research skills.

Criterion B: Planning

In the Report, students should:

i.         develop criteria for the product/outcome

Look in report PartB Planning, “Criteria”

To demonstrate this, the student creates a list, checklist, or rubric for the final outcome. This should be specific to the outcome, with details that are relevant. This is similar to  work in Design. After completing research, but before starting on product, this may be revised to reflect new findings from the research.

ii.        plan and record the development process of the project

Look in Part B Planning, “Timeline and process”, also in journal extracts under ATL “Self-Management”

To demonstrate this, student creates a timeline, electronic calendar, flowchart, or list of dates, with explanations. Within the framework of external deadlines given the student, the student should decide what important key points there are in their work, how and when they will meet them. Also students may want to consider other factors like vacation time, School trips, exam time, family commitments, etc.

iii.       demonstrate self-management skills.

Look in Part B Planning: “Timeline and Process” and in journal under self-management.

To demonstrate this, AFTER completing the PRODUCT, students explain how this plan and timeline worked. What is the role of time management and self-management?

Achievement level	Level descriptor
0	The student does not achieve a standard described by any of the descriptors below.
1–2	The student is able to: i.         develop limited criteria for the product/outcome ii.        present a limited or partial plan and record of the development process of the project iii.       demonstrate limited self-management skills.
3–4	The student is able to: i.         develop adequate criteria for the product/outcome ii.        present an adequate plan and record of the development process of the project iii.       demonstrate adequate self-management skills.
5–6	The student is able to: i.         develop substantial and appropriate criteria for the product/outcome ii.        present a substantial plan and record of the development process of the project iii.       demonstrate substantial self-management skills.
7–8	The student is able to: i.         develop rigorous criteria for the product/outcome ii.        present a detailed and accurate plan and record of the development process of the project iii.       demonstrate excellent self-management skills.

Criterion C: Taking action

In the Report, students should:

i.         create a product/outcome in response to the goal, global context and criteria

Look in the Report Part C: Taking action, Product and goal.

To demonstrate this, the student refers back to the goal and the criteria for success, and explains what was achieved. Provide evidence, photographs, etc of the product. Further evidence of the product may be provided in the appendix, or other parts.

ii.        demonstrate thinking skills

          Look in the Report Part C: Thinking Skills. Also in the ATL: Thinking Skills section of Journal Extracts

To demonstrate this, the student can analyze important decisions made, or comparisons of global contexts, or analysis of subject based Key Concepts. This may be done using graphic organizers, mind maps, table organizer, etc.

iii.       demonstrate communication and social skills.

Look in the Report Part C: Communication. And in Journal Extracts for Communication or collaboration. Look in official record of meetings with advisor Also, look in the body of the whole the report for Structure, Presentation, and Written Communication according to required format, including 10-15 journal extracts in the appendix.

The student can demonstrate this by providing evidence of communication with outside experts, interviews, surveys, social media, email. Etc. Focus on the important of the communication or interactions. Two or three examples is probably enough.

Achievement level	Level descriptor
0	The student does not achieve a standard described by any of the descriptors below.
1–2	The student is able to: i.         create a limited product/outcome in response to the goal, global context and criteria ii.        demonstrate limited thinking skills iii.       demonstrate limited communication and social skills.
3–4	The student is able to: i.         create a basic product/outcome in response to the goal, global context and criteria ii.        demonstrate adequate thinking skills iii.       demonstrate adequate communication and social skills.
5–6	The student is able to: i.         create a substantial product/outcome in response to the goal, global context and criteria ii.        demonstrate substantial thinking skills iii.       demonstrate substantial communication and social skills.
7–8	The student is able to: i.         create an excellent product/outcome in response to the goal, global context and criteria ii.        demonstrate excellent thinking skills iii.       demonstrate excellent communication and social skills.

Criterion D: Reflection

i.         evaluate the quality of the product/outcome against their criteria

Look in Part D Reflecting: Evaluation of Quality.

The student can demonstrate this by referring back to the part C, evidence of product. Look at the description of what was accomplished against the criteria, then self asses the outcome against the “Criteria C” create product, strand 1. What band does the product best fit? Why?

ii.        reflect on how completing the project has extended their knowledge and understanding of the topic and the global context

Look in Part D Reflecting: Reflection on Knowledge and Global Context

The Student can demonstrate this by refereeing to the original goal and personal interest and topic. What did you learn about the topic? Refer back to subject specific prior knowledge. Explain how the global context was used, how did it impact the direction of the project?

iii.       reflect on their development as IB learners through the project.

Look in Part D Reflecting, Reflection on Learner Profile and ATLs, also in Journal Extracts of ATLs

The student can demonstrate this by identifying one learning profile and one ATL. For each, define what it means, (Based on MYP Documentation) what are the connections to the project, what did your learn or how did the student change in regard to the LP and ATL.

Achievement level	Level descriptor
0	The student does not achieve a standard described by any of the descriptors below.
1–2	The student is able to: i.         present a limited evaluation of the quality of the product/outcome against his or her criteria ii.        present limited reflection on how completing the project has extended his or her knowledge and understanding of the topic and the global context iii.       present limited reflection on his or her development as an IB learner through the project.
3–4	The student is able to: i.         present a basic evaluation of the quality of the product/outcome against his or her criteria ii.        present adequate reflection on how completing the project has extended his or her knowledge and understanding of the topic and the global context iii.       present adequate reflection on his or her development as an IB learner through the project.
5–6	The student is able to: i.         present a substantial evaluation of the quality of the product/outcome against his or her criteria ii.        present substantial reflection on how completing the project has extended his or her knowledge and understanding of the topic and the global context iii.       present substantial reflection on his or her development as an IB learner through the project.

Achievement level	Level descriptor
7–8	The student is able to: i.         present an excellent evaluation of the quality of the product/outcome against his or her criteria ii.        present excellent reflection on how completing the project has extended his or her knowledge and understanding of the topic and the global context iii.       present excellent reflection on his or her development as an IB learner through the project.