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Pp criteria & objectives[1]
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Pp criteria & objectives[1]

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  • 1. Criterion A: Use the process journal Achievement level Level descriptor 0 The student has not reached a standard described by any of the descriptors given below. 1 The student demonstrates minimal: • organizational skills through time and self-management • communication and collaboration with the supervisor • information literacy, thinking and reflection. 2 The student demonstrates some: • organizational skills through time and self-management • communication and collaboration with the supervisor • information literacy, thinking and reflection. 3 The student demonstrates satisfactory: • organizational skills through time and self-management • communication and collaboration with the supervisor • information literacy, thinking and reflection The student demonstrates well-developed: • organizational skills through time and self-management • communication and collaboration with the supervisor • information literacy, thinking and reflection. Objectives A: Use the process journal What should I do? • demonstrate organizational skills showing time- and self-management • communicate and collaborate with the supervisor • demonstrate information literacy, thinking and reflection You will see that all of the above words in bold are the Approaches to Learning How shall I organize my process journal? In chronological order – entries should be dated, items annotated, a variety of materials are used, it allows the student to effectively communicate the process
  • 2. Entries and other insertions can be a variety as suggested in the list that follows: brainstorms, lists, cuttings, clippings, reflections, feedback, minutes of meetings, materials/tools for each meeting, worksheets generated by student/ teachers, all source/ resource materials, Mind Maps®, bullet lists, charts, short paragraphs, notes, timelines, Pictures/ photos, collage, objects that reveal the nature of the project are included such as samples of textiles, colour swatches Reflections on the use of the process journal. Use a combination of all ideas below to record in your journal. √ list Am I including personal goal setting, planning, plan of action, timelines? Have I worked out which ATL I will use, which I need to work on more? Am I always prepared for my next supervisor meeting? Do I have questions ready to be asked? Am I acting on advice received/ strategies suggested? Am I aware of my next set of targets? Am I consistently recording sources used, consulted? Am I consistently including evidence of sources? Am I using brainstorming ideas and organizational strategies such as charts, diagrams…? Am I recording my thoughts as I anticipate, encounter and try to solve any arising problems? Am I constantly reflecting at each stage? Am I consistently recording feedback from my supervisor or other mentor or expert?
  • 3. Criterion B: Define the goal Achievement level 0 Level descriptor The student has not reached a standard described by any of the descriptors given below. 1 The student: • identifies the topic of interest, a focus area of interaction and a limited goal • creates minimal specifications to evaluate the project’s outcome/ product or none at all. 2 The student: • outlines superficially the topic of interest, the focus area of interaction and an achievable goal • creates specifications for evaluating the project’s outcome/product, however they lack definition 3 The student: describes clearly the topic of interest, the focus area of interaction and an achievable and appropriately challenging goal • creates satisfactory specifications for evaluating the project’s outcome/product 4 The student: • justifies effectively the topic of interest, the focus area of interaction and an achievable and appropriately challenging goal • creates appropriately rigorous specifications for evaluating the project’s outcome/product Objectives B: Define the goal 1 What should I do? • identify and explain a topic based on personal interest • justify one focus area of interaction as a context for the project • outline a clear, achievable, challenging goal • create specifications that will be used to evaluate the project’s outcome/product
  • 4. Consider & record all the ideas listed below in your process journal A firm, meaningful AOI context, having considered advantages & disadvantages, as well as a possible alternative √list Particular features of my AOI and why they relate to my project Recorded a detailed account of my goal Brainstormed initial ideas of specifications & why you think they relate to your goal Liaised with my supervisor about my possible specifications & acting upon advice suggested K: What you already know about your idea W: What you want to know about your idea F: What you are in the course of finding out about your idea Your final idea for your inquiry. You may consider making it into a question The obvious relationship between your inquiry and your AOI Here are some inquiry question exemplars which may help you to focus on your question. Each represents one AOI. Your supervisor will help you with this. What materials can surfboarder designers use which are friendly for the environment? What clever ideas could be used to recycle old clothes into new? What are the effective ways to train a domestic animal? How can a healthy lifestyle affect my sports performance? What simple yet effective changes can be made to make an aspect of our community safer? Objectives B: Define the goal 2: creating specifications You need to think very carefully about what you wish to achieve and how you are going to do this, including all the various stages along the way Here are some questions you should consider: What do I want my outcome or product to look/ be like? What will I need to use/ collect such as materials? What techniques/ skills do I need? May I need to learn more or refine what I can already do?
  • 5. What type of information do I need to include? Which experts can help me? How can I show/ present my information? What else do I need- visual or audio? What is my purpose and who is my audience? Objectives B: Define the goal 3: creating specifications Now put your ideas into some kind of order and detail exactly what you need to do for each. An example is given of skills need to organize an personal art exhibition Techniques/ skills needed Have painting skills, know how to manipulate all necessary materials, framing skills or access to a framer, establish contact with a gallery space, advertise the event – blog, leaflets, posters……and many more
  • 6. Criterion C: Select sources Achievement level Level descriptor 0 The student has not reached a standard described by any of the descriptors given below. 1 The student: • selects very few relevant sources to achieve the goal • demonstrates minimal evaluation of sources 2 The student: selects some relevant sources to achieve the goal • demonstrates some evaluation of sources. 3 The student: selects a satisfactory variety of relevant sources to achieve the goal • demonstrates satisfactory evaluation of sources. 4 The student: • selects a wide variety of relevant sources to achieve the goal • demonstrates well-developed evaluation of sources Objectives C: Select sources What should I do? • select varied, relevant sources to achieve the goal • evaluate sources. Evidence will be seen in the body of the report and the bibliography Possible source checklist. Use at least 5. The first is compulsory  An expert in the field – your first port of call  Associations, clubs, communities  Survey data  Published media
  • 7.      Current journals Carefully selected website sources Video or audio recordings Images – take your camera out Books, booklets, leaflets, magazines Here is your Objective C checklist Consider & record all the ideas listed below in your process journal √ list Include a wide range of relevant sources Find an expert who can inform you about your idea Consider the information critically; evaluate it for its use- keep it or bin it? Record all your references as you go through the process in the correct format List your bibliography as you go through the process Read the ISM Academic Honesty Handbook & Policy to clarify format and content Consider a questionnaire & ensuing collation of data Consider which ATL you will use/ are using RELIABILITY OF SOURCES: consider the author, the origin, its objectivity, its quality See next page Reliability of sources – use this when selecting your sources. Aim high!! Criteria Rating Descriptor 4 Written by a well-known reputable organization. Many professionals contributed to creating this source. 3 Author is highly professional in this field of study. Author is from or backed by a well-trusted organization. A Author
  • 8. 2 Author is knowledgeable/reputable, bases the source on his/her own experiences as well as others’. 1 Author is stated but is unreliable. Source is eliminated. 0 Does not meet any of the above. Source is immediately eliminated. 3 Published in professional/well-known/reputable media 2 Published in trustworthy media 1 Posted in a well-known or editable media where anybody can post. Source is almost always eliminated. 0 Does not meet any of the above. Source is immediately eliminated. 3 Non-biased with appropriate reasoning and opinions for both pros and cons. 2 Mostly biased but basing the opinion on a wide variety of reasons. 1 Completely biased with a narrow scope of points. 0 Confusing/unclear objectivity. Source is immediately eliminated. 3 Highly professional, convincing source. 2 Convincing details with understandable reasoning. 1 Somewhat relevant to the subject. Not reasonable enough to qualify as a convincing source. 0 Irrelevant information presented. Source is eliminated. 2 Appropriate amount of information to clearly state the opinion and facts with detailed reasoning. 1 Too much or too little. B Origin C Objectivity D Quality E Quantity
  • 9. Criterion D: Apply information Achievement level Level descriptor 0 The student has not reached a standard described by any of the descriptors given below. 1 The student demonstrates minimal: • transfer and application of information to make decisions, create solutions and develop understandings in connection with the project’s goal 2 The student demonstrates some: • transfer and application of information to make decisions, create solutions and develop understandings in connection with the project’s goal 3 The student demonstrates satisfactory: • transfer and application of information to make decisions, create solutions and develop understandings in connection with the project’s goal 4 The student demonstrates well-developed: • transfer and application of information to make decisions, create solutions and develop understandings in connection with the project’s goal Objectives D: Apply information What should I do? transfer and apply information to make decisions, create solutions and develop understandings in connection with the project’s goal.  Make a list of questions that need to be answered  Apply sources found that can answer these questions
  • 10. Consider & record all the ideas listed below in your process journal √list Interpret the information from your sources – use it to help you make decisions with your inquiry Make a list of questions that need to be answered to help you towards your goal & try to apply information to answer them Find information that helps you to learn new skills needed to succeed in your goal Use information to solve problems Use information to elaborate an idea Use information to clarify an idea Use information from an expert to move forward in reaching your goal Put forward a discussion based on what you now know based on what you wanted to find out Consider that information found may have influenced the perspective of your inquiry Consider how your AOI may have directed you in applying information selected Consider how your understanding of your idea has changed/ developed/ been modified
  • 11. Criterion E: Achieve the goal Achievement level Level descriptor 0 The student has not reached a standard described by any of the descriptors given below. 1 The student evaluates the quality of the outcome/product. The outcome/product is of very limited quality and meets few of the Specifications 2 The student evaluates the quality of the outcome/product. The outcome/product is of limited quality and meets some of the specifications 3 The student evaluates the quality of the outcome/product. The outcome/product is of satisfactory quality and meets many of the Specifications 4 The student evaluates the quality of the outcome/product. The outcome/product is of high quality and meets most or all of the Specifications Objectives E: Achieve the goal What should I do? • evaluate the outcome/product against own specifications for success. Remember that your final level awarded is decided in collaboration with your supervisor Consider & record all the ideas listed below in your process journal √list Have a good look at your specifications and evaluate their part in meeting your goals Consider the needs which arose during the process which led to changes or adjustments in the specifications; give your reasons
  • 12. Consider how effective your specifications have been Look at the relationship between your product/ outcome and you specifications; note down what you discover Consider and list ATL which have particularly helped you Look at the list of assessment criteria which describes the goal and choose the levels of achievement which mostly describes your product TRY TO BE OBJECTIVE! Consider if your self-assessment will agree with that of your supervisor
  • 13. Criterion F: Reflect on learning Achievement level Level descriptor 0 The student has not reached a standard described by any of the descriptors given below. 1 The student demonstrates minimal: • reflection on how completing the project has extended his or her knowledge and understanding of the topic and focus area of interaction • reflection on how he or she has developed as a learner by completing the project 2 The student demonstrates some: • reflection on how completing the project has extended his or her knowledge and understanding of the topic and focus area of interaction • reflection on how he or she has developed as a learner by completing the project 3 The student demonstrates satisfactory: • reflection on how completing the project has extended his or her knowledge and understanding of the topic and focus area of interaction • reflection on how he or she has developed as a learner by completing the project 4 The student demonstrates well-developed: • reflection on how completing the project has extended his or her knowledge and understanding of the topic and focus area of interaction • reflection on how he or she has developed as a learner by completing the project Objectives F: Reflect on learning What should I do? • reflect on how completing the project has extended their knowledge and understanding of the topic and the focus area of interaction • reflect on how they have developed as a learner by completing the project.
  • 14. This criterion addresses the quality of ideas expressed not the quality of language used  Look back at all your reflections throughout the process  Collate some of your reflections from each stage/ objective of the process  Look for patterns emerging through the process – creations, decisions, solutions, perspectives, divergent thinking, choices Consider & record all the ideas listed below in your process journal. √list Initial ideas- big, small Final considered inquiry with rational Consideration of AOI as a context Final considered outcome or product with rational Definition of specifications goal setting, planning, plan of action, timelines Use of Approaches to learning; reasons for certain focus Range of relevant sources Range of applied sources Use of critical evaluation of sources Application of information to create, problem solve, elaborate an idea Increased understanding of my focus area of interaction And many more……………….
  • 15. Criterion G: Report the project Achievement level Level descriptor 0 The student has not reached a standard described by any of the descriptors given below. 1 minimal organization of the project report according to the required structure • communication, which is rarely clear, coherent and concise and may not meet required limits • inaccurate use of recognized conventions to acknowledge sources or no acknowledgement of sources. 2 some organization of the project report according to the required structure • communication, which is sometimes clear, coherent and concise and is within required limits • some accurate use of recognized conventions to acknowledge sources. 3 • satisfactory organization of the project report according to the required structure • communication, which is generally clear, coherent and concise and is within required limits • generally accurate use of recognized conventions to acknowledge Sources 4 consistent organization of the project report according to the required structure • communication, which is clear, coherent and concise and is within required limits • accurate use of recognized conventions to acknowledge sources, possibly with minor errors Objectives G: Report the project What should I do? • organize the project report according to the required structure • communicate clearly, coherently and concisely, within required limits • acknowledge sources according to recognized conventions.
  • 16. This criterion will include judgments about presentation, writing (or speaking) conventions, mechanics, grammar, word choice, voice, audience, for example Remember that your report could be in any of the following forms:  a written report in the format of an academic report, a website, blog  an oral report that includes visual support  a multimedia presentation such as a short film or a website that includes both written text and an audio-visual component Consider & record all the ideas listed below in your process journal. The goal specific features of the area of interaction did you intend to focus upon in your project prior experience or understanding of this topic process did you use to decide on your inquiry specifications did you put in place to help you successfully complete Select sources resources used to help inquiry human resources choices made about information to use , what to discard, how to evaluate Application of information decisions made based on the information found Problems solved, choices made Use of drawings and pictures if they add to the clarity of the project. Achieve the goal Adjustments made to original goal as project developed effective use of specifications overall and as a tool to evaluate product/ outcome level of achievement you would award product/ outcome based specifications; Reflect on learning specific skills developed /applied to investigate and complete process Learning as result of investigation √ list

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