Skip to Main Content
WAB Faculty & Staff

Personal Project: Writing the Report

Personal Project information and support for teachers and students

Report Overview

The Report

The report is a 15 page reflective essay that has sections for each of the three criteria (A, B, C). Students may submit their report in written or recorded format, or a combination of the two, to create a multimedia report.

The table below shows the maximum length of students’ submissions.

1. To ensure that the written part of the report is clearly legible, each page must have a minimum:

  • 11-point font size
  • 2 cm margins.

2. Evidence presented in images must be clearly visible at the size submitted.

3. Audio and video must be recorded and submitted in real time.

4. Visual aids may be used to support spoken reports. However, evidence and examples presented in the visual aids should be submitted as documents. Visual aids presented only in video format will not be considered for assessment.

5. The bibliography is uploaded separately and is not included in the page limit.

6. Do not include a title page; if included it will count towards the page limit.

Document

File types: .doc, .docx, .pdf (non-editable), .rtf

Recording

File types: .mp3, .m4a, .mp4, .mov (codec H264), .m4v

15 pages

and

no recording

14 pages

and

1 minute

13 pages

and

2 minutes

12 pages

and

3 minutes

11 pages

and

4 minutes

10 pages

and

5 minutes

9 pages

and

6 minutes

8 pages

and

7 minutes

7 pages

and

8 minutes

6 pages

and

9 minutes

 

Checkout a report writing template here: 

Criterion A: Planning

This section of the report should include explanations of A i, A ii, and A iii. They address the learning goal, product goal, and clear detailed plan for achieving the product success criteria. Below are some key points to consider when writing.

 

Criterion A i: Learning Goals

Students must state a learning goal for the project and explain how a personal interest led to that goal. Make sure that in the report:

  • A clear statement of the learning goal is present.
  • Learning goals should have depth and superficial learning goals restrict worthwhile learning.
  • Explain how the learning goal developed out of a personal interest
  • Explain how the personal interest is connected with the learning goal.
  • Include multiple reasons, with detail, for why the specific learning goal was chosen as an outcome of personal interests. Give specific examples with details.

Avoid the following pitfalls:

  • Do not be vague in terms of explaining why the learning goal was chosen.
  • Make sure the learning goal and product goal are distinct (for example, the learning goal cannot be to simply create the product)

 

Criterion A ii: Product Goal

Students state their intended product and present multiple appropriate, detailed success criteria for the product. Make sure that in the report:

  • A clear statement of product goal is given.
  • Multiple success criteria that are detailed and appropriate are presented.
  • Note how and why success criteria are "appropriate" needs to be made clear. The reader will likely not be an expert in your topic/subject area, so you must explain how and why they are appropriate explicitly. 
  • Providing research support for success criteria is essential, but how they support "being appropriate" must be explained.

Avoid the following pitfalls:

  • Don’t include action plan elements in criteria! (only qualities of the product itself)
  • Do not blindly follow templates. Templates are starting points but success criteria must be appropriate for your product. (for example, "safety", while often found in templates is not appropriate for the musical composition of a piece).

Criterion Aii: Learning Goals

Students present a detailed plan for achieving the product and all of its associated success criteria. Make sure that in the report:

  • A detailed plan for achieving product is presented. Detailed plans include all success criteria.

Avoid the following pitfalls:

  • Do not include elements in the plan that do not refer to the product success criteria (e.g. conducting research, meeting with supervisor, etc.)

 

Assessment Rubric 

maximum: 8

In the personal project, students should be able to:

  1. state a learning goal for the project and explain how a personal interest led to that goal
  2. state an intended product and develop appropriate success criteria for the product
  3. present a clear, detailed plan for achieving the product and its associated success criteria.

Achievement level

Descriptor

0

The student does not achieve a standard described by any of the descriptors below.

1-2

The student:

  1. states a learning goal
  2. states their intended product
  3. presents a plan that is superficial or that is not focused on a product.

3-4

The student:

  1. states a learning goal and outlines the connection between personal interest(s) and that goal
  2. states their intended product and presents basic success criteria for the product
  3. presents a plan for achieving the product and some of its associated success criteria.

5-6

The student:

  1. states a learning goal and describes the connection between personal interest(s) and that goal
  2. states their intended product and presents multiple appropriate success criteria for the product
  3. presents a detailed plan for achieving the product and most of its associated success criteria.

7-8

The student:

  1. states a learning goal and explains the connection between personal interest(s) and that goal
  2. states their intended product and presents multiple appropriate, detailed success criteria for the product
  3. presents a detailed plan for achieving the product and all of its associated success criteria.

 

Key Definitions

Learning goal

What students want to learn as a result of doing the personal project.

Product

What students will create for their personal project.

Presents

Offer for display, observation, examination or consideration.

State

Give a specific name, value or other brief answer without explanation or calculation.

Outline

Give a brief account or summary.

Describe

Give a detailed account or picture of a situation, event, pattern or process.

Explain

Give a detailed account including reasons or causes.

 

Interested in how examiners will assess this criterion? Check out the IB published resource Assessing the Personal Project.

Criterion B: Applying Skills

This section of the report should include explanations of B i and B ii. It should address application of ATL skills to the learning goal and application of ATL skills to product goal. Note this is not a general description of how ATL skills developed in students, rather about their application to achieving each of these goals. In preparation for this section of the report, students should review the full list of ATL skills and have some ideas of what are/may be important to apply toward achieving their learning goal and product goal.

 

Criterion B i: ATL Applying Skills to Learning Goal

Students must explain how ATL skills were applied to help them achieve their learning goal. Make sure that in the report:

  • Identify chosen ATL skills that were developed throughout the process of achieving the learning goal
  • Explain how specific ATL skills were applied to help achieve the learning goal
  • Justify both the strengths and limitations of the chosen ATL skills
  • Include evidence of a broad range of chosen ATL skill categories
  • Review the full set of ATL skills to identify specific skills and discuss these.

Avoid the following pitfalls:

  • Avoid general discussions of how the student developed in terms of ATL skills (it should all be about application to the learning goal)- it should be about applications of ATL skills!
  • Avoid talking about numerous ATL skills categories or clusters, rather go deeper into a particular cluster/category by referencing specific skills in that category/cluster.

 

Criterion B ii: ATL Applying Skills to Product Goal

Students must explain how ATL skills were applied to help them achieve their learning goal. Make sure that in the report (note this is essentially the same as for B i).

  • Identify chosen ATL skills that were developed throughout the process of achieving the learning goal
  • Explain how specific ATL skills were applied to help achieve the learning goal
  • Justify both the strengths and limitations of the chosen ATL skills
  • Include evidence of a broad range of chosen ATL skill categories
  • Review the full set of ATL skills to identify specific skills and discuss these.

Avoid the following pitfalls:

  • Avoid general discussions of how the student developed in terms of ATL skills (it should all be about application to the learning goal)- it should be about applications of ATL skills!
  • Avoid talking about numerous ATL skills categories or clusters, rather go deeper into a particular cluster/category by referencing specific skills in that category/cluster.

 

Assessment Rubric 

maximum: 8

In the personal project, students should be able to:

  1. explain how the ATL skill(s) was/were applied to help achieve their learning goal
  2. explain how the ATL skill(s) was/were applied to help achieve their product.

Achievement level

Descriptor

0

The student does not achieve a standard described by any of the descriptors below.

1-2

The student:

i. states which ATL skill(s) was/were applied to help achieve their learning goal

ii. states which ATL skill(s) was/were applied to help achieve their product learning goal.

  1.  

3-4

The student:

i. outlines which ATL skill(s) was/were applied to help achieve their learning goal, with superficial examples or evidence

ii. outlines which ATL skill(s) was/were applied to help achieve their product goal, with superficial examples or evidence.

5-6

The student:

i. describes how the ATL skill(s) was/were applied to help achieve their learning goal, with reference to examples or evidence

ii. describes how the ATL skill(s) was/were applied to help achieve their product, with reference to examples or evidence.

7-8

The student:

i. explains how the ATL skill(s) was/were applied to help achieve their learning goal, supported with detailed examples or evidence

ii. explains how the ATL skill(s) was/were applied to help achieve their product, supported with detailed examples or evidence.

 

 

Key Definitions

Learning goal

What students want to learn as a result of doing the personal project.

Product

What students will create for their personal project.

ATL skill(s) clusters

One or more of: communication, collaboration, organization, affective, reflection, information literacy, media literacy, critical thinking, creative thinking, transfer

State

Give a specific name, value or other brief answer without explanation or calculation.

Outline

Give a brief account or summary.

Describe

Give a detailed account or picture of a situation, event, pattern or process.

Explain

Give a detailed account including reasons or causes.

 

Interested in how examiners will assess this criterion? Check out the IB published resource Assessing the Personal Project.

Criterion C: Reflection

This section of the report asks students to engage with the impact the project experience has had on themselves, as learners. For criterion C i., students should reflect on the impact the project has had on themselves. Students consider the Learner Profile Attributes in connection to their learning and development and use evidence from their process journal to support their claims. For criterion C ii, students use their success criteria to evaluate their product. Note this must include analysis and results must be interpreted and explained.

 

Criterion C i: Explain the impact of the project on yourself or your learning

For this section of the report, you should:

  • Demonstrate how you gained a deeper knowledge and understanding of the topic

  • Use evidence to justify the new knowledge of the topic you gained

  • Identify & explain how you developed as a learner, using the IB Learner Profile Traits

  • Discuss strengths & weaknesses (both academic & personal) in reference to the process of completing your Personal Project

  • Identify challenges faced and solutions developed to meet those challenges

  • Consider the possible impact the project could have on your future learning, e.g. in the DP

  • Discuss the lasting impact of this project on you as a learner

  • Demonstrate a deeper knowledge and understanding of the ‘we factor’ (or global context)

  • Use evidence from your process journal to justify new knowledge of ‘we factor’ or global context gained

 

IB Learner Profile Attributes

Inquirer

We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

Thinkers

We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

Principled

We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

Caring

We show empathy, compassion, and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.

Balanced

We understand the importance of balancing different aspects of our lives ( intellectual, physical, and emotional) to achieve well-being for ourselves & others. We recognize our interdependence with other people & with the world we live.

Knowledgeable

We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global signi­ficance.

Communicators

We express ourselves con­fidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

Open-Minded

We critically appreciate our own cultures & personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.

Risk-Takers

We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful & resilient in the face of challenges & change.

Reflective

We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses to support our learning and personal development.

 

Criterion C ii: Evaluate the product based on the success criteria.

For this section of the report, you should:

  • Use your product/outcome success criteria (specifications) to assess your product and to what extent the goal was achieved; mark the checklist & rubric to determine a final level (a "1 point rubric" is useful to do this, see below)

  • Evaluated the quality of your product/outcome by justifying the reasons for the final level awarded with specific examples used

  • Consider what you actually created? How successful were you at creating it?

  • Explain any changes made to your product/outcome during the process and why changes were made

  • Identify possible improvements to the product/outcome

 

One-Point Rubric Example

Areas for Development

 Success Criteria Meeting/Exceeding
How was this success criteria NOT met? What evidence supports this claim? Success Criteria 1 (described) How was this success criteria met? What evidence supports this claim?
" as above " Success Criteria 2 " as above "
continued... continued... continued...

Note it is fine if all success criteria were met or at the exceeding level. What is required is a critical analysis of your product using all success criteria and considering data/information/feedback to guide this analysis.