Assessment for the MYP personal project is criterion-related, based on four equally weighted assessment criteria.
Criterion A |
Criterion B |
Criterion C |
Criterion D |
Investigating |
Planning |
Taking Action |
Reflection |
8 |
8 |
8 |
8 |
The overall MYP Grade out of 7 is calculated by adding the individual criterion grades to get a score out of 32. The level is then determined against the table below:
MYP Grade Boundaries
1 |
2 |
3 |
4 |
5 |
6 |
7 |
1-5 |
6-9 |
10-14 |
15-18 |
19-23 |
24-27 |
28-32 |
CRITERION A: Investigating
Maximum: 8
In the personal project, students should:
i. define a clear goal and global context for the project, based on personal interests
ii. identify prior learning and subject-specific knowledge relevant to the project
iii. demonstrate research skills
In the personal project, students should:
i. define a clear goal and global context for the project, based on personal interests
ii. identify prior learning and subject-specific knowledge relevant to the project
iii. demonstrate research skills
Achievement level |
Level descriptor |
0 |
Students do 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
Maximum: 8
In the personal project, students should:
I. develop criteria for the product/outcome
II. plan and record the development process
III. demonstrate self-management skills
In the personal project, students should:
I. develop criteria for the product/outcome
II. plan and record the development process
III. demonstrate self-management skills
Achievement level |
Level descriptor |
0 |
Students do 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
Maximum: 8
In the personal project, students should:
I. create a product/outcome in response to the goal, global context and criteria
II. demonstrate thinking skills
III. demonstrate communication and social skills.
In the personal project, students should:
I. create a product/outcome in response to the goal, global context and criteria
II. demonstrate thinking skills
III. demonstrate communication and social skills.
Achievement level |
Level descriptor |
0 |
Students do 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
Maximum: 8
In the personal project, students should:
I. evaluate the quality of the product/outcome against their criteria
II. reflect on how completing the project has extended their knowledge and understanding of the topic and the global context
III. reflect on their development as IB learners through the project.
In the personal project, students should:
I. evaluate the quality of the product/outcome against their criteria
II. reflect on how completing the project has extended their knowledge and understanding of the topic and the global context
III. reflect on their development as IB learners through the project.
Achievement level |
Level descriptor |
0 |
Students do 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. |
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. |