Example 1: Personal project—teacher comments

Candidate identifier The French Cultural Influence on Hanoi

Criterion A B C D Total
Level awarded 5 4 4 5 18

Criterion A: Investigating
Strand i: define a clear goal and global
context for the project, based on personal
interests
Strand ii: identify prior learning and subject‐
specific knowledge relevant to the project
Strand iii: demonstrate research skills
5 What aspects of the work made it difficult to arrive at a level? How did you compensate in “best fit”?
Overall criterion
level
Explanatory commentary: referencing the task specific clarification what in this Level by strand
work characterizes it as limited, adequate, substantial or excellent?
The student’s goal is clear and based on strong personal interest. The student 5
explains why the goal Is challenging (giving reasons, which are supported in
appendix 9) and describes the relationship to the global context although the
selected global context is not explicitly named (this is supported in appendix 8).
Prior learning is described in the report and supported in the appendices. This 3
includes previous experience beyond the classroom (6).
No subject‐specific knowledge is explicitly identified (0).
Best fit is applied for this strand is applied at level 3
An appropriate range and variety of sources have been researched (6). 6
There is evidence of evaluation of specific sources in the appendices (6).
The bibliography is consistent although not used in the report. (4)
There is extensive evidence of a broad range of research skills (conducting
interviews, using digital resources, identifying primary and secondary sources,
creating a research plan) (7).
The different achievement levels for each element within the strand made it
difficult to award a level. Best fit for this strand is applied at level 6

Projects teacher support material 1

 Example 1: Personal project—teacher comments

Criterion B: Planning Explanatory commentary: referencing the task specific clarification what in this Level by strand
work characterizes it as limited, adequate, substantial or excellent?
Strand i: develop criteria for the The set criteria are realistic and relevant to the product. The student identifies 5
product/outcome how their success might be observed. The criteria offer qualitative and
quantitative dimensions. There is no explanation of why they are selected, or to
suggest that they were informed by research.
Strand ii: plan and record the development There is no evidence of long‐ or short‐term planning (0). 2
process of the project The record of the development process includes a description of the process
from start to finish. (4)
Best fit is applied for this strand and achievement level 2 given.
Strand iii: demonstrate self‐management There is a description of affective skills (playing sports ‐ which is supported in the 4
skills process journal), and a description of time and task management skills
throughout the project (an example is scheduling time for journal entries). Other
self‐management skills are evident throughout (especially in the process journal),
although not explicitly described.
4 What aspects of the work made it difficult to arrive at a level? How did you compensate in “best fit”?
Overall criterion
level

Projects teacher support material 2


Criterion C: Taking action
Strand i: create a product/outcome in
response to the goal, global context and
criteria
Strand ii: demonstrate thinking skills
Strand iii: demonstrate communication and
social skills
4 What aspects of the work made it difficult to arrive at a level? How did you compensate in “best fit”?
Overall criterion
level
Projects teacher support material
Example 1: Personal project—teacher comments
Explanatory commentary: referencing the task specific clarification what in this Level by strand
work characterizes it as limited, adequate, substantial or excellent?
The student has produced a good quality product (although the student has 3
included too many images as evidence – only 5 may be considered) (6).
There is no explanation of how the product achieves the goal of the project or
connection to the global context and set criteria (0).
Best fit was arrived at by compensating for the missing aspect of the strand.
The student provides a description of thinking skills in the report, although 4
elsewhere in the report, more substantial skills are evident: in ’developing the
product’ the student describes problem‐solving skills; additional thinking skills
are evident in the appendices (mind‐mapping, evaluation of sources).
There is a description of interaction with people relevant to the project (the brief 4
statement in the report is supported by evidence in the appendices including the
interview and record of communication with tour guide and teacher). The report
is mostly clear and coherent and follows the required structure, although at
times information is not located in the appropriate section.
3

Criterion D: Reflecting
Strand i: evaluate the quality of the
product/outcome against their criteria
Strand ii: reflect on how completing the
project has extended their knowledge and
understanding of the topic and the global
context
Strand iii: reflect on their development as IB
learners through the project
5 What aspects of the work made it difficult to arrive at a level? How did you compensate in “best fit”?
Overall criterion
level
Projects teacher support material
Example 1: Personal project—teacher comments
Explanatory commentary: referencing the task specific clarification what in this Level by strand
work characterizes it as limited, adequate, substantial or excellent?
The student explains the quality of the product against the stated criteria. The 6
explanation includes reasons.
The reflection outlines the development of the student’s understanding of the 4
topic of culture, but does not explain. There is no mention of the global context
in this section, but in the final paragraph there is asn implicit reflection on
elements of the context.
The student explains how he or she has developed as an IB learner using specific 6
examples connected to the IB learner profile
4