Criterion B - Taking Action

Criterion B - Taking Action

STRANDS

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.

NOTES

The following can be considered as evidence...
  • visual thinking diagrams (mind maps)
  • bulleted lists
  • charts
  • short paragraphs
  • notes
  • timelines, action plans
  • annotated illustrations
  • annotated research
  • artifacts from inspirational visits to museums, performances, galleries
  • pictures, photographs, sketches
  • up to 30 seconds of visual or audio material
  • screenshots of a blog or website
  • self- and peer-assessment feedback.

Below are some ideas of how to do this.
  • Planning resources (financial, human and material) and constraints
  • Producing drafts, sketches, prototypes, plans, etc
  • Choosing information, techniques and materials based on the research
  • Testing techniques and materials
  • Compiling a list of purchases
  • Predicting other possibilities
  • Planning the documents to produce (survey, letter, poster, visual aids, etc)
  • Preparing meetings (interviews, surveys, presentations, resource people, etc)
  • Practising a presentation
  • Creating
  • Regularly assessing their work to see if the product helps achieve the learning goal; this could be a self-assessment or an assessment by another person
  • Making necessary improvements
  • Presenting the product
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  • Review the ATL guide.
  • Define the specific skills for each category (communication, collaboration, organization, affective, reflection, information literacy, media literacy, critical thinking, creative thinking, transfer) that you will need.
  • Identify how you will gather your evidence.

RUBRIC

Achievement Level Descriptor
0 The student does not achieve a standard described by any of the descriptors below.
1-2 The student:
  1. states which ATL skill(s) was/were applied to help achieve their learning goal
  2. states which ATL skill(s) was/were applied to help achieve their product.
3-4 The student:
  1. outlines which ATL skill(s) was/were applied to help achieve their learning goal, with superficial examples or evidence
  2. outlines which ATL skill(s) was/were applied to help achieve their product, with superficial examples or evidence.
5-6 The student:
  1. describes how the ATL skill(s) was/were applied to help achieve their learning goal, with reference to examples or evidence
  2. describes how the ATL skill(s) was/were applied to help achieve their product, with reference to examples or evidence.
7-8 The student:
  1. explains how the ATL skill(s) was/were applied to help achieve their learning goal, supported with detailed examples or evidence
  2. explains how the ATL skill(s) was/were applied to help achieve their product, supported with detailed examples or evidence.

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.

Report Checklist

Make sure your report has the following:

Once you have all of these in items documented, you're off to a complete report...
Links to Resources