Assessment+objectives

=Objective A: Use the process journal=

students brainstorm reasons why they should keep a process journal using a template included in the section


=Objective B: Define the goal=

[|Defining the goal and planning the personal project]
[|Areas of interaction decision chart] [|Idea map] [|KWHL chart (what I Know; what do I Want to learn; How can I learn; what have I Learnt?)] [|Storyboard] [|Strengths Weaknesses Opportunities Threats analysis] [|Topic decision chart]

Here are some further ideas that will help students define their goal.
===The next part of the process is for the student to plan the steps towards completing their personal project. The student could write an outline of the main ideas, guided by a statement of the goal, as discussed with the supervisor.===
 * ===Record ideas, brainstorms, Mind Maps® and inspirations about significant concepts.===
 * ===Explore ideas and solutions to issues.===
 * ===Consider what would extend their interest or skills.===
 * ===From their brainstorming, identify the most significant concept/the big idea in accordance with their most important interest.===
 * ===Relate the significant concept/big idea to one area of interaction that fits naturally (brainstorm aspects).===
 * ===Link the concept and the area of interaction, brainstorming questions or statements that would define the goal most precisely.===
 * ===Choose a question or statement that the student feels happy and confident to work with for many months.===
 * ===Create Mind Maps® for the plan to achieve the goal.===
 * ===Brainstorm the focus area of interaction.===
 * ===Create storyboard visuals.===
 * ===Brainstorm valid and specific standards of success that will be used to evaluate the product or outcome.===
 * ===Identify and develop a relevant rubric that will assess the quality of the final product.===
 * ===Ensure each student receives notes of feedback from the supervisor.===

The purpose of the outline is to:
=Objective C: Select sources= ===[|Reliability of sources grid]—submitted in a personal project by student Jingshen Zhao, Overseas Family School, Singapore and used with permission. The student acknowledged his technology teacher in its inspiration.=== ===When students have found a source of information or inspiration, they will need to decide how useful it is. The list of sources in their report should only include those they have actually used, unless the student chooses to include a complete bibliography.===
 * =define the investigation=
 * =help in the choice of appropriate sources and material.=

Students should always write down the source of their material. This information will vary according to the type of source consulted.
===Other sources can also help: a book might have a bibliography, mentioning other useful books; a person interviewed might have a suggestion to investigate something else; an experiment might lead to other investigations.=== ===Students will probably be able to find many kinds of sources on the internet—the internet in itself is not a single source. For example, they could find online encyclopedias, journals, books, forums, filmed interviews and newspapers. Each of these would be a different source.=== =Objective D: Apply information= ===This is where students have to explain the choices that they made in order to achieve their goal. Here are some examples of the kinds of things that they would need to write about when providing support for the information and techniques that they used to achieve their goal.===
 * ===A book: record the author(s), title, edition, series, bibliographical address (city, editor and date of publication).===
 * ===An interview: record, for example, the name, address and function of the person.===
 * ===An experiment: record, for example, the apparatus and the circumstances.===
 * ===A work of art: record, for example, the name, artist or other reference (such as the location of a gallery or museum).===
 * ===An internet site: record the address, the name of the author and the date of publication.===
 * ===What is the relationship between what I have researched and what I defined as my goal?===
 * ===How has my research increased my understanding of my focus area of interaction?===
 * ===What advice have experts given me? (This may be by email, personal interview or other means of direct or indirect communication.)===
 * ===What have I learned by applying the research to achieving my goal?===

__Writing an essay__

 * ===Why is writing an essay the best way of achieving your goal?===
 * ===Why have you chosen to structure the information in your essay in the way that you have?===
 * ===Why you have chosen to include the examples that you selected?===
 * ===What essays have you looked at as research for writing your essay?===

__Organizing a fundraising event__

 * ===Which fundraising methods did you use?===
 * ===What research did you look at to learn about fundraising?===
 * ===Why did you choose to raise money instead of donating the necessary items?===

__Creating a website__

 * ===Why did you choose the software that you used?===
 * ===What research did you use to justify the layout of your website?===
 * ===How do you know that your content is effectively communicated?===

__Conducting a scientific experiment__

 * ===Why did you choose to use the equipment and method that you used?===
 * ===What research informed your choice?===
 * ===What alternative methods could you have used?===

__Writing a novel or short story__

 * ===What reasons do you have for structuring your plot/narrative in the manner you have chosen?===
 * ===What research have you done about writing?===
 * ===What were the reasons for your choice of setting, character development, style and themes?===

__Training a horse for showjumping__

 * ===Why did you choose your training method?===
 * ===What research have you undertaken to learn about training a horse?===

__Making a short film__

 * ===Which film techniques did you choose when making your film (for example, angles, shots, lighting)?===
 * ===What research have you undertaken to support your choices?===
 * ===Which technology did you use? Why was this a good choice of technology?===

__Teaching a community class__
=Objective E: Achieve the goal=
 * ===Which teaching methods are you going to use?===
 * ===What educational research have you explored to make your methodology decisions?===
 * =Why are these methods the best ones for this target group?=

They need to have evidence to support the final decision that they and their supervisor make about the level awarded.
=Objective F: Reflect on learning= ===This is where students reflect on how completing the project has extended their knowledge and understanding of the topic and the focus area of interaction, as well as how they have developed as a learner. The second aspect of the objective relates specifically to approaches to learning.=== ===The template [|A student guide to the personal project] contains examples of questions that students can consider when reflecting on their learning.=== =Criterion G: Report the project=

Here are some tips for students when reporting the project.

 * ===Always assume that the people who will look at your personal project know little or nothing about the topic.===
 * ===Use drawings and pictures only when necessary, for example, if they add to the clarity of the personal project.===
 * ===Access to a computer at different stages of the development of the project would be very helpful as you complete your personal project, making it easier to edit a draft version and produce a neat, easy-to-read report. This is also useful for drafting the report if producing this in another format, such as an oral account.===
 * ===Have a look at the examples of personal projects that other students have done and see how they have presented their ideas. Discuss the final structure you propose to use with your supervisor before you start work on it. You could also ask other students for their opinions. Remember, however, that your personal project is your own piece of work.===