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