Student Reflective Project Packet Class of 2017
Green Run Collegiate Reflective Project Timeline Second Semester of Junior Year Date Event End of February End of March Month of April End of May End of June Explore career-related path issues Due: Identified Reflective Project s issue Research issue and explore possible ethical dilemmas Due: Identified ethical dilemma within chosen issue Due: Preliminary Annotated Bibliography First Semester of Senior Year Date Event Summer End of September End of October December 15 January 15 February 15 March 15 Resources and Guidance Due: Final Outline Rough Draft Workshop Return of Rough Drafts Submit Final Draft to Personal and Professional Skills Instructor Return of graded Reflective Projects Submission of Reflective Project grades to IBO Note: Throughout the year, student and advisor will also meet outside these dates to discuss direction of Reflective Project. These meetings will be arranged between the student and the advisor themselves.
The Reflective Project FAQ s What is it? The reflective project demonstrates students understanding of the fundamental and key elements of the Career-Related Program. This project requires students to delve into an issue that is related to their careerrelated path. Students need to identify an ethical dilemma associated with the issue and then research that particular conflict. This research should include consultation with the local community. The essay may not be longer than 3000 words. When is it due? Two copies of the final version are due on the 15th of January of your senior year. How much does it count? The Reflective Project is a mandatory assessment that must be completed successfully to earn the IB Career-Related Program certificate. How do I pick an issue? Students should explore topics that have been studied in their career-related courses and narrow their topics based on the research conducted by them. During this time, students should schedule times with their advisors to explore possible topics as well as to identify the most appropriate one for the Reflective Project. The issue, as well as its ethical dimension, should be identified in the form of a research question. Who is my Reflective Project supervisor and what is his/her role? It is highly recommended that you consult with your ATC instructor so that they may guide and advise you as you complete your Reflective Project. They will serve as a consultant who will evaluate your progress and the validity of your findings. Conferences should be initiated and scheduled by the student, and should last anywhere between 15-30 minutes. How long am I expected to spend on it? It is recommended that the Reflective Project is the result of approximately 40 hours of work." What happens if I don t do it? If you don t submit a viable rough draft or an acceptable final draft by the stated deadlines, you will not be eligible for the IBCP Certificate. No matter how well you do in your courses, failure to complete the Reflective Project is a failing condition, meaning that you cannot earn the Certificate no matter how well you do in your individual classes.
Reflective Project Requirements Expectations IB World says that the Reflective Project should be the result of approximately 40 hours of work. The process is intended to promote high-level research and writing skills, intellectual discovery and creativity. It is an independent project undergone with the guidance of an advising teacher. The Reflective Project can be completed using one of the following formats: Format Essay/dialogue/short play Short film Maximum length 3,000 words 10 minutes in length accompanied by a 750-word written report Radio play/interview 10 minutes in length accompanied by a 1,500- word written report Web page Microsoft PowerPoint presentation Storyboard/photographic presentation 5 single images accompanied by 2,500 words of written material 10 single slides accompanied by a 1,500-word written report 15 single images accompanied by a 1,500-word written report Word Count Depending on the project, the word limit could be anywhere from 750 to 3,000 words. The word count does NOT include the abstract, acknowledgments, table of contents, maps, charts, diagrams, annotated illustrations and tables, equations, formulas and calculations, citations, works cited or appendices. Essays containing more than 3,000 words are subject to penalties and examiners are not required to read material in excess of the word limit. Structure of Reflective Project Listed here are the required elements of the Reflective Project. Please note that the order in which the elements are presented here is not necessarily the order in which they should be written. Title page Table of Contents Identify an Issue The Ethical Dimension The Research The Evaluation References, Citations and Bibliography Appendices (if needed- the examiner is not required to read the appendices)
Plagiarism, Citation, and Malpractice An extended essay must reflect intellectual honesty in research practices and provide the reader with the exact sources of quotations, ideas and points of view through accurate bibliographies and referencing. Producing accurate citations, referencing and a bibliography is a skill that students should be seeking to perfect. Documenting the research in this way is vital: it allows readers to evaluate the evidence for themselves and it shows the student s understanding of the importance of the sources used. Failure to comply with this requirement will be viewed as plagiarism and will, therefore, be treated as a case of malpractice. A works cited is an alphabetical list of every source used to research and write the essay. Sources that are not cited in the body of the essay, but were important in informing the approach taken, should be cited in the introduction or in an acknowledgment. The works cited should list only those sources cited. If you have further questions refer to the Academic Honesty policy found in your student planner or ask your subject advisor. 10 Grading Criteria (30 points possible) Your Reflective Project Supervisor can give you more clarification on specific sections as they relate to your subject area. You are also encouraged to read sample essays and look at their scores in each area.
Advice to Students from Examiners Recommended: things to do read the assessment criteria read previous essays to identify strengths and possible pitfalls spend time working out the research question (imagine the finished essay) work out a structure for the essay start work early and stick to deadlines maintain a good working relationship with their supervisor construct an argument that relates to the research question use the library and consult librarians for advice record sources as they go along (rather than trying to reconstruct a list at the end) choose a new topic and a research question that can be answered if there is a problem with the original use the appropriate language for the subject let your interest and enthusiasm show write the abstract check and proofread the final version carefully Recommended: things to avoid Students should not work with a research question that is too broad or too vague, too narrow, too difficult or inappropriate. A good research question is one that asks something worth asking and that is answerable within 40 hours/750-3,000 words. It should be clear what would count as evidence in relation to the question, and it must be possible to acquire such evidence in the course of the investigation. If a student does not know what evidence is needed, or cannot collect such evidence, it will not be possible to answer the research question. In addition, students should not: forget to analyze the research question ignore the assessment criteria collect material that is irrelevant to the research question use the internet uncritically plagiarize merely describe or report (evidence must be used to support the argument) repeat the introduction in the conclusion cite sources that are not used. One further piece of advice is as follows: the more background a student has in the subject, the better the chance he or she has of completing a high-quality Reflective Project. Choosing to write the Reflective Project in a subject that is not being studied as part of the career-related path often leads to lower marks.
Assessment Criteria and Rubrics A: The issue in context This criterion assesses the student s knowledge and understanding of the issue as well as the ability to analyse diverse perspectives on the issue. Also, this criterion assesses the student s ability to contextualize the issue, which could be in terms of, for example, education, technology, politics, economics, the environment or the workplace. 1- The central issue is identified and the student shows an awareness of the context(s) of the issue, though this may be largely implicit. Overall, the project demonstrates basic knowledge and understanding of the issue, but may be dominated by one view. 2- The central issue is analysed from more than one perspective, though coverage may be uneven. Overall, the project demonstrates sound knowledge and understanding of the issue and its context(s). 3- The central issue is analysed from different perspectives and evaluated in a balanced way. Overall, the project demonstrates good knowledge and understanding of the issue with a clear sense of scope and context(s). B: Community awareness This criterion assesses the student s awareness and understanding of the impact of the issue on the community. The community could be local or global. 1- There is evidence of engagement with the community that shows an awareness of the relevance of the issue chosen to community members, though this may not always be well integrated into the overall inquiry. 2- The engagement with the community is relevant and sustained, showing an understanding of the impact of the issue on community members and supporting points made in the inquiry. 3- The engagement with the community supports an analysis of the impact of the issue on community members and forms an integral part of the inquiry. C: The ethical dimension of the issue This criterion assesses the student s ability to explore the ethical dimension of the issue using a balanced approach. 1- The ethical dimension of the issue is identified and some of the implications explored, though this may be largely implicit. Different viewpoints are included though the presentation may be unbalanced. 2- The ethical dimension is explored explicitly, showing an understanding of the pros and cons of different viewpoints. 3- The ethical dimension of the issue is evaluated, showing an ability to justify the validity of both sides of the dilemma and balance them when drawing conclusions.
D: Cultural awareness This criterion assesses the student s awareness of cultural influences on the ethical dimension of the issue. 1- Some awareness of how cultural perspectives can influence the ethical dimension of the issue is demonstrated, though this may be largely implicit. 2- Understanding of how cultural perspectives can influence the ethical dimension of the issue is demonstrated and supported, where appropriate, with relevant examples. 3- Analysis of how cultural perspectives can influence the ethical dimension of the issue is developed and integrated into the ideas presented. E: Reasoning This criterion assesses the student s reasoning processes, ability to evaluate material and ability to think logically. 1- A basic argument is presented, but may not always be sustained, providing straightforward conclusions. 2- The argument is clear and reasoned with a consistent viewpoint maintained throughout. Where appropriate, the student is beginning to use deductive and inductive reasoning and demonstrates understanding of cause and effect. Conclusions made are logical and draw on the arguments and evidence presented. 3- The argument presents a clear and convincing evaluation of the issue, where appropriate using deductive and inductive reasoning to develop ideas and support conclusions. Conclusions made are logical, perceptive and concise. F: Supporting evidence This criterion assesses the student s ability to collect and use relevant information from a variety of sources. 1- Supporting evidence from different sources is provided, but may not always be relevant. The evidence is used to support arguments, though its provenance or bias may not always be taken into account. 2- A range of relevant evidence presenting different viewpoints is provided to contribute to an analysis of the issue. The student is able to distinguish fact from opinion and take account of value judgments and bias when using sources. 3- A wide range of evidence from sources providing contrasting views of the issue is provided and the views presented critically examined. The evidence forms an integral part of an in-depth analysis of the issue.
G: Student voice This criterion assesses the student s ability to express a personal view on the issue using a range of relevant evidence. 1- The student is able to express a personal view of the issue, but this may not be developed. 2- The student is able to develop a personal view clearly, drawing on relevant evidence to support their position. 3- The student is able to express a precise, considered and, where appropriate, persuasive point of view drawing on a range of evidence to justify their position. H: Reflection This criterion assesses the student s ability to reflect on the insights gained through exploration of the issue. 1- Reflective statements relevant to the issue are included, but may not be developed. 2- Reflective statements begin to show the ability to recognize and explain insights gained through exploring the issue. 3- Reflective statements show the ability to analyse and evaluate insights gained through exploring the issue. I: Communication This criterion assesses the effectiveness of the language used in the project and the ability to communicate important terms, concepts, ideas and their application. 1- Language chosen is generally clear and rarely interferes with meaning. The student is able to use key terms, concepts and ideas, but these may not always be fully explained and there may be some evidence of misunderstanding. 2- Language chosen is appropriate and conveys meaning clearly. The student is able to explain key terms, concepts and ideas adequately. 3- Language chosen is clear and concise, supporting and developing meaning. The student explains key terms, concepts and ideas clearly and precisely and shows understanding through their application. J: Presentation This criterion assesses the ability to organize the project in terms of coherence and structure. Documentation style is also assessed. 1- The project has a straightforward structure with sections organized by grouping together similar material, though the transitions between them may be awkward. References, citations and a bibliography are included, though these may be inconsistent and incomplete. 2- The project has a clear structure with sections connected to and leading on from each other. References, citations and a bibliography are included, though there may be occasional inconsistencies and omissions. 3- The project is organized to give clarity and cohesion to the ideas presented, with sections linking to present a coherent and convincing whole. References, citations and a bibliography are included, with errors or omissions occurring only rarely.
GRC Reflective Project Contract Turn in to the RP Supervisor, in the main office by the start of school junior year. You will not be assigned a supervisor until this form is turned in. Name of Candidate Project Area Possible Reflective Project Topic As a student writing the reflective project I understand that I have the right to: Have clear guidelines about the formal presentation of the RP and marking criteria from the RP coordinator Receive guidance and support during the research process from the RP coordinator & my advisor Receive subject specific advice from my advisor Receive verbal comments on my draft project (but I also understand my advisor is NOT allowed to correct or edit my work or read through it more than once) I understand that I also have the responsibility to: Make and keep appointments with my advisor Work around my advisor s schedule Work steadily throughout the period and keep to deadlines Consult my advisor or RP coordinator as soon as I realize I have a problem Check all grammar, punctuation, spelling etc. (DON T rely on the spellchecker) Avoid plagiarism and malpractice by utilizing appropriate citations Spend about 40 hours in total on this work. I have read and understand the regulations and guidelines for the International Baccalaureate Extended Essay. I will adhere to the regulations and guidelines and the deadlines prescribed in the contract. Students must complete the extended essay in order to continue enrollment in the IB curriculum. Date Student E-Mail Student Signature
GRC Reflective Project Parent Contract Turn in to the RP Supervisor, in the main office by start of school junior year. As a parent of a student writing the reflective project I understand that: The IB Reflective Project is a requirement for the IBCP. The IB Reflective Project is intended to be an independent research project completed by the student. IB places limits on what and how any adults can help an IB candidate with their Reflective Project. Parents and other adults should be careful to not do extensive editing or revision of portions of their student s paper. The student has an advisor and an RP Coordinator they can use as resources, but the student is responsible for taking the initiative in getting help and understanding all requirements. If the student never contacts the advisor or meets deadlines, it is not the advisor s responsibility to chase him or her down. The student is expected to spend approximately 40 hours outside of school on this work. The student is expected to meet all deadlines in order to stay in good standing with IB. The student will need to consult academic works and may need to go to libraries or conduct fieldwork etc. on their own time. The student will be expected to complete the majority of the project over the summer. If the student fails to meet with his or her supervisor, the paper will not be submitted to IB World. Teacher Advisors Agree To: Be accessible for consultation on a scheduled basis Provide subject specific guidance Provide verbal feedback on 1 draft version of the essay Conduct scheduled meetings, but the student is responsible for initiating contact and asking for help. Spend approximately 3-5 hours total mentoring and evaluating the Reflective Project I have read and understand the regulations and guidelines for the International Baccalaureate Reflective Project. I will offer my parental support to see that my child adheres to the regulations and guidelines and the deadlines prescribed in the contract. I understand that students must complete the Reflective Project in order to continue enrollment in the IB curriculum. I understand that while all students are provided a teacher supervisor for support, the Reflective Project is ultimately an individual project on the part of the student and that failure to complete a quality Reflective Project can result in a failing condition for the IB Career-Related Program Certificate. I understand that the IB guide to ethical standards dictates that ANY plagiarism is malpractice and that the student will not receive an IB diploma if plagiarism is detected. Date Parent Signature