Personal Project Report / Reporting /
B: Applying Skills
Embedded Files
Bi | AtL Skills and Achieving the Learning Goal
Bi | AtL Skills and Achieving the Learning Goal
Suggested: Around 2 pages
including evidence images
Level Descriptors of Student Achievement
1-2 The student states which ATL skill(s) were applied to help achieve their learning goal.
3-4 The student outlines which ATL skill(s) were applied to help achieve their learning goal, with superficial examples or evidence.
5-6 The student describes how the ATL skill(s) were applied to help achieve their learning goal, with reference to examples or evidence.
7-8 The student explains how the ATL skill(s) were applied to help achieve their learning goal, supported with detailed examples or evidence.
Present the AtL skills that were most important to achieve your learning goal in a table:
Identify 1-3 specific AtL skills out of the list of 24. Do not select more than 3. Less is probably better. Select skills, not skill categories. Research-related skills are almost always chosen in this section.
List the definition of each skill (you can copy-paste).
Identify the project phase(s) in which each skill is used.
Present an authentic narrative below the table in which you:
Explain how the identified AtL skill(s) were applied to help achieve your learning goal. Explanations could indicate how your use of an AtL skill developed during the project, what barriers and difficulties there might have been, how those barriers were overcome, what the role of the supervisor or other people in this was, and/or how you became more skilled. Explicitly refer to specific elements of your learning goal in your explanations. Use the terminology in the definition of the skill in your writing.
Explain at least three practical examples of that application in your project. These examples should not all refer to the same element or moment in the project.
Present several pieces of visual evidence of these examples, where you can and refer to these examples in your text. E.g. [Ev.Bi-2].
Definitions
Definitions
Learning goal: What students want to learn as a result of doing the personal project.
Bii | AtL Skills and Achieving the Product
Bii | AtL Skills and Achieving the Product
Suggested: Around 2 pages
including evidence images
Level Descriptors of Student Achievement
1-2 The student states which ATL skill(s) were applied to help achieve their product.
3-4 The student outlines which ATL skill(s) were applied to help achieve their product, with superficial examples or evidence.
5-6 The student describes how the ATL skill(s) were applied to help achieve their product, with reference to examples or evidence.
7-8 The student explains how the ATL skill(s) were applied to help achieve their product, supported with detailed examples or evidence.
Present the AtL skills that were most important to achieve your product in a table:
Identify 2-4 specific AtL skills out of the list of 24. Do not select more than 4. Select skills, not skill categories. Research-related skills are almost always chosen in this section.
List the definition of each skill (you can copy-paste).
Identify the project phase(s) in which each skill is used.
Present an authentic narrative below the table in which you:
Explain how the identified AtL skills were applied to help achieve your product. Explanations could indicate how your use of an AtL skill developed during the project, what barriers and difficulties there might have been, how those barriers were overcome, what the role of the supervisor or other people in this was, and/or how you became more skilful. Explicitly refer to specific steps in the process of creating the product. Use the terminology in the definition of the skill in your writing.
Outline at least three practical examples of that application in your project. These examples should not all refer to the same element or moment in the project.
Present visual evidence of these examples where you can and refer to these examples in your text. E.g. [Ev.Bii-3].
Definitions
Definitions
Product: What students will create for their personal project.
Evidencing
Evidencing
Students achieving at the top levels in this assessment criterion add extensive visual evidence of their learning and/or project development. Commonly presented evidence are photos or screenshots of:
Bi - Screenshots or photographs from research notes
Bi - Screenshots or photographs from research organization methods
Bi - A summary of prior learning that is relevant to the project (thinking skills).
Bi - Evidence of experimentation, tinkering or trial and error (practical research).
Bii - Technical steps of making the product.
Bi, Bii - Sample correspondence with the project supervisor.
Bi, Bii - Screenshots of daily reminders or alerts to complete personal project tasks
Bi, Bii - Used project planning systems (e.g. Notion, Google Tasks, Sticky Notes etc.). Only an impression (snippet) of the system needs to be given.
Note1: Evidence with text needs to be easily readable by the examiner. If it is not, it will be ignored during assessment.
Note2: Evidence needs to be anonymised. People, school logos and other obvious identifiers need to be blurred for that purpose.
Note3: Do not repeat evidence that was already presented in the sections for criterion A (you can refer to it though, e.g. [Ev. Ai-4]).
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