• How are students graded on the Personal Project?

    Students will experience both formative and summative assessments in this class.  A formative assessment is used to monitor and support learning as the student engages in the process of the project.  Formative assessment use individual feedback rather than traditional letter grades as a way to provide students with insights into the ongoing development of knowledge, understanding, skills, and attitudes related to the project.  Additionally, formative assessment provides evidence to the student and the teacher about where they are in their learning and where they need to go next. 

    Summative assessments are used at the end of the course to provide evidence for evaluating student learning.  These assessments are scored using the IB Personal Project rubric which provides a summary of student proficiency levels the course objectives; investigation, planning, taking action, and reflection.  Final summative assessment scores do not use a mathematical average to determine a final score, rather the evidence provided by the student is used to determine the best representation of student learning.  This best representation is used to determine the semester grade at the end of the course according to the table below.

     

    The Huron Personal Project grade is assessed using four equal criteria as shown in the outline below.

     

    A) Investigation

    Students will:

    1. define a clear goal and global context for the project, based on personal interests
    2. identify prior learning and subject-specific knowledge relevant to the project
    3. demonstrate research skills.

     B) Planning

    Students will:

    1. develop criteria for the product/outcome
    2. plan and record the development process of the project
    3. demonstrate self-management skills.

     C) Taking action

    Students will:

    1. create a product/outcome in response to the goal, global context, and criteria
    2. demonstrate thinking skills
    3. demonstrate communication and social skills.

     D) Reflecting

    Students will:

    1. evaluate the quality of the product/outcome against their criteria
    2. reflect on how completing the project has extended their knowledge and understanding of the topic and the global context
    3. reflect on their development as IB learners through the project.

    The table below shows the four acheivement levels that describe student performance on the four criteria. Rubrics are used to determine achievement levels.  Link to Rubrics.

    Achievement Level Level Descriptor
    7-8
    Produces high-quality, frequently innovative work. Communicates comprehensive, nuanced understanding of concepts and contexts.

    Consistently demonstrates sophisticated critical and creative thinking.

    Frequently transfers knowledge and skills with independence and expertise in a variety of complex classroom and real-world situations
    5-6
    Produces generally good-quality work. Communicates secure understanding of concepts and contexts.

    Demonstrates critical and creative thinking, sometimes with sophistication.

    Uses knowledge and skills in familiar classroom and real-world situations and, with support, some unfamiliar real-world situations.
    3-4
    Produces work of an acceptable quality. Communicates basic understanding of many concepts and contexts, with occasionally significant misunderstandings or gaps.

    Begins to demonstrate some basic critical and creative thinking. Is often inflexible in the use of knowledge and skills, requiring support even in familiar classroom situations.
    1-2
    Produces work of limited quality. Expresses misunderstandings or significant gaps in understanding for many concepts and contexts.

    Infrequently demonstrates critical or creative thinking. Generally inflexible in the use of knowledge and skills, infrequently applying knowledge and skills.
    0 No evidence of meeting the standard

     

    Final MYP criteria grades and a traditional letter grade are determined from achievement levels using the table below.


    Total Criteria Value(A+B+C+D)
    Each criterion has a max level of 8
    Class Grade
    Total Criteria Value(A+B+C+D)
    Each criterion has a max level of 8
    Class Grade
    0-7 E 18-21 B
    8-9 D- 22-25 B+
    10-13 C 26-29 A
    14-17 C+ 30-32 A+

     

    The table below lists all of the assessments that are used in the course.  It also shows if the assessment is formative or summative.

    Title Evidence Journal Evidence Journal Evidence Journal Evidence Journal Evidence Journal Evidence Journal Criterion A Evidence Journal
    Content Technology check Global Context Initial Thinking ATL Planning Final Topic/Goal Parent/Guardian Agreement Criterion A written account Timeline
    Formative/ Summative F F F F F F F F
    Score 0-8
    Date Due Week 2 Week 3 Week 4 Week 5 Week 6 Week 6 Week 7 Week 8

     

    Title

    Criterion A Criterion B Criterion B Criterion C Evidence Journal Evidence Journal Criteria C-D Criteria C-D
    Content Academic Honesty Meeting Criterion B written account Academic Honesty Meeting Criterion C written account Evidence section check Academic Honesty Meeting In-class Presentation Written Account
    Formative/ Summative F F F F F F S S
    Score 0-8 0-8 0-8 0-8
    Date Due Week 8 Week 9 Week 10 Week 12 Week 13 Week 15 Week 16 Week 16