Pp criteria & objectives[1]

Criterion A: Use the process journal

Achievement level Level descriptor0

The student has not reached a standard described by any of the descriptorsgiven below.

1The student demonstrates minimal:• organizational skills through time and self-management• communication and collaboration with the supervisor• information literacy, thinking and reflection.

2The student demonstrates some:• organizational skills through time and self-management• communication and collaboration with the supervisor• information literacy, thinking and reflection.

3The 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

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?

Criterion B: Define the goal



1The student:

• identifies the topic of interest, a focus area of interaction and alimited goal• creates minimal specifications to evaluate the project’s outcome/product or none at all.

2The student:

• outlines superficially the topic of interest, the focus area ofinteraction and an achievable goal• creates specifications for evaluating the project’s outcome/product,however they lack definition

3The student:

describes clearly the topic of interest, the focus area of interactionand an achievable and appropriately challenging goal• creates satisfactory specifications for evaluating the project’soutcome/product

4The student:

• justifies effectively the topic of interest, the focus area of interactionand an achievable and appropriately challenging goal• creates appropriately rigorous specifications for evaluating theproject’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

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 specificationsYou 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?

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

Criterion C: Select sources



1The student:

• selects very few relevant sources to achieve the goal• demonstrates minimal evaluation of sources

2The student:

selects some relevant sources to achieve the goal• demonstrates some evaluation of sources.

3The student:

selects a satisfactory variety of relevant sources to achieve the goal• demonstrates satisfactory evaluation of sources.

4The 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 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


√ 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 qualitySee next page

Reliability of sources – use this when selecting your sources. Aim high!!

Criteria Rating Descriptor

A Author4

Written by a well-known reputable organization. Many professionals contributed to creating this source.

3Author is highly professional in this field of study. Author is from or backed by a well-trusted organization.

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.

B Origin

3 Published in professional/well-known/reputable media

2 Published in trustworthy media

1Posted 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.

C Objectivity

3Non-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.

D Quality

3 Highly professional, convincing source.

2 Convincing details with understandable reasoning.

1Somewhat relevant to the subject. Not reasonable enough to qualify as a convincing source.

0 Irrelevant information presented. Source is eliminated.

E Quantity2

Appropriate amount of information to clearly state the opinion and facts with detailed reasoning.

1 Too much or too little.

Criterion D: Apply information



1The student demonstrates minimal:• transfer and application of information to make decisions, createsolutions and develop understandings in connection with theproject’s goal

2The student demonstrates some:• transfer and application of information to make decisions, createsolutions and develop understandings in connection with theproject’s goal

3The student demonstrates satisfactory:• transfer and application of information to make decisions, createsolutions and develop understandings in connection with theproject’s goal

4The student demonstrates well-developed:• transfer and application of information to make decisions, createsolutions and develop understandings in connection with theproject’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


√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

Criterion E: Achieve the goal



1The student evaluates the quality of the outcome/product.The outcome/product is of very limited quality and meets few of theSpecifications

2The student evaluates the quality of the outcome/product.The outcome/product is of limited quality and meets some of thespecifications

3The student evaluates the quality of the outcome/product.The outcome/product is of satisfactory quality and meets many of theSpecifications

4The student evaluates the quality of the outcome/product.The outcome/product is of high quality and meets most or all of theSpecifications

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


√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

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 productTRY TO BE OBJECTIVE!

Consider if your self-assessment will agree with that of your supervisor

Criterion F: Reflect on learning



1The student demonstrates minimal:• reflection on how completing the project has extended his orher knowledge and understanding of the topic and focus area ofinteraction• reflection on how he or she has developed as a learner by completingthe project

2The student demonstrates some:• reflection on how completing the project has extended his orher knowledge and understanding of the topic and focus area ofinteraction• reflection on how he or she has developed as a learner by completingthe project

3The student demonstrates satisfactory:• reflection on how completing the project has extended his orher knowledge and understanding of the topic and focus area ofinteraction• reflection on how he or she has developed as a learner by completingthe project

4The student demonstrates well-developed:• reflection on how completing the project has extended his orher knowledge and understanding of the topic and focus area ofinteraction• reflection on how he or she has developed as a learner by completingthe project

Objectives F: Reflect on learningWhat 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.

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……………….

Criterion G: Report the project



1minimal organization of the project report according to the requiredstructure• communication, which is rarely clear, coherent and concise and maynot meet required limits• inaccurate use of recognized conventions to acknowledge sources orno acknowledgement of sources.

2some organization of the project report according to the requiredstructure• communication, which is sometimes clear, coherent and concise andis within required limits• some accurate use of recognized conventions to acknowledge sources.

3• satisfactory organization of the project report according to therequired structure• communication, which is generally clear, coherent and concise and iswithin required limits• generally accurate use of recognized conventions to acknowledgeSources

4consistent organization of the project report according to therequired structure• communication, which is clear, coherent and concise and is withinrequired 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.

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 √ listspecific 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

Education

Pp criteria & objectives[1]