1. Personal Project: THE RUBRIC 11.20.15

2. Learning Intention We are learning to identify the important components of the Personal Project, and understand how we will be assessed on our projects Students will be successful when they can identify the important components of the Personal Project, and explain how they will be assessed on each of those parts. Success Criteria

3. The Components of the Personal Project The Process Journal The Final Product/ Outcome The Final Paper All of these components will be assessed for your final score!

4. The Assessment of the Personal Project ALL components of your project will be assessed on four main criteria Criteria A: Planning Criteria B: Investigating Criteria C: Taking Action Criteria D: Reflecting

5. The Assessment of the Personal Project ALL components of your project will be assessed on four main criteria Criteria A: Planning Criteria B: Investigating Criteria C: Taking Action Criteria D: Reflecting These MATCH the four phases of the Personal Project!!

6. Who is going to be assessing me? SUPERVISOR ▪ ALL Criterion! ▪ Look at your paper, your process journal, and your final product VARIOUS ADULTS AT THE SHOWCASE ▪Just criterion C ▪Only will be looking at your presentation/ final outcome at the showcase

7. Criteria A: Investigating Students should: ▪ Define a clear goal and context for the project, based on personal interests ▪ Identify prior learning and subject specific knowledge relevant to the project ▪ Demonstrate research skills Each of the FULL rubrics are on Managebac, in your Personal Project tab, under “Assessment” Are these in your process journal yet!?

8. Criteria A: Investigating - how do I earn the highest possible score? Students should: ▪ Define a clear goal and context for the project, based on personal interests Your goal is specific and measurable. While the goal can be achieved in the project timeframe, it requires you to invest a great deal of time in order to learn a minimum of 3 new skills. The goal and global context are clearly and appropriately linked. The student’s explanation of the global context and personal connection to the goal has both depth and meaningful.

9. Criteria A: Investigating - how do I earn the highest possible score? The student provides a detailed explanation of their prior learning and subject-specific knowledge that is highly relevant in all aspects to the student’s project. The information has depth, is organized, accurate, and occurs multiple times throughout the report. Students should: Identify prior learning and subject-specific knowledge that is consistently highly relevant to the project

10. Criteria A: Investigating - how do I earn the highest possible score? The student includes a minimum of 4 outside sources in the project. The student accurately gives credit to the sources and includes a bibliography page. The student clearly explains the sources credibility and contribution to the project. Students should: Demonstrate excellent research skills

11. Criteria A - How are you doing? Think about the rubric that was just discussed, in your process journal respond to the following questions: ▪ Where on the rubric do you currently fall? Why do you think so? ▪ What do you need to improve in your project to achieve the highest score!

12. Criteria B: Planning Students should: ▪ Develop rigorous criteria for the product/outcome ▪ Present a detailed and accurate plan and record of the development process of the project ▪ Demonstrate excellent self-management skills Are these in your process journal yet!? If not, start working on it!

13. Criteria B: Planning- how do I earn the highest possible score? Students should: ▪ Develop rigorous criteria for the product/outcome The criterion follows the SMART framework with fidelity. The assessor can clearly see how the student is determining their successfulness. The criterion demands consistent effort and the student’s learning has been clearly advanced as a result of the criteria.

14. Criteria B: Planning- how do I earn the highest possible score? Students should: ▪ Present a detailed and accurate plan and record of the development process of the project The student demonstrates high levels of both quality and quantity in their process journal. They have consistently used their process journal throughout the entire process and their entries provide highly insightful information regarding the development of their project. By reading the student’s process journal, the assessor can clearly understand the rationale for each decision made throughout the project.

15. Criteria B: Planning - how do I earn the highest possible score? Students should: ▪ Demonstrate excellent self-management skills The student has completed all evidence checks and took initiative to check-in and communicate with their supervisor throughout the entire project. The student outlined a detailed personal plan in Managebac and organized their time and efforts in a very professional manner. Ongoing through your project!

16. Criteria B - How are you doing? Think about the rubric that was just discussed, in your process journal respond to the following questions: ▪ Where on the rubric do you currently fall? Why do you think so? ▪ What do you need to improve in your project to achieve the highest score!

17. Criteria C: Taking Action The student is able to: ▪ Create an excellent product/outcome in response to the goal, global context, and criteria ▪ Demonstrate excellent thinking skills ▪ Demonstrate excellent communication and social skills Keep these in mind as you are making progress towards your final goal!

18. Criteria C: Taking Action - How do I earn the highest score possible? Create an excellent product/outcome in response to the goal, global context, and criteria Demonstrate excellent thinking skills Outcome is clearly aligned to the goal, global context, and criteria; student’s product exhibits a high level of effort and detail The product demonstrates high levels of an organized and detailed thought process

19. Criteria C: Taking Action - How do I earn the highest score possible? Demonstrate excellent communication and social skills The student is personable, concise, and well planned in their explanation of their project. The student can respond eloquently to questions they are asked; student demonstrates all areas of professionalism (eye contact, hand shake, formal wear, positive attitude, etc.)

20. Criteria D: Reflecting ▪ Present an excellent evaluation of the quality of the product/outcome against his or her criteria ▪ Present excellent reflection on how completing the project has extended his or her knowledge and understanding of the topic and the global context ▪ Present excellent reflection on his or her development as an IB learner through the project You’ll be working on this part once you have accomplished your goal!

21. Criteria D: Reflecting ▪ Present an excellent evaluation of the quality of the product/outcome against his or her criteria The student has successfully accomplished each of the objectives laid out in their criteria and they have also provided a thorough written and/or verbal evaluation of their product against the criteria

22. Criteria D: Reflecting ▪ Present excellent reflection on how completing the project has extended his or her knowledge and understanding of the topic and the global context The student provides an in depth analysis, addressing ways in which their understanding of the global context and topic has been expanded. The student provides multiple specific examples of their growth and development; multiple perspectives are addressed.

23. Criteria D: Reflecting ▪ Present excellent reflection on his or her development as an IB learner through the project The student reflects on their development as an IB Learner with authenticity and depth; the student provides specific examples with explanations on how 2 or more learner profile traits have been developed

24. Keep these rubrics in mind as you finish your projects!

25. Moving forward - what should I be working on? ▪ Making progress toward your final goal (this is required for the next evidence check due 12/11) ▪ Keep recording your progress in your process journal ▪ Going back through what you have already accomplished to make sure that you will earn the highest score possible!