Reflective Project Ibcp Guidelines Update Class of 2018
Reflective Project Ibcp Guidelines Update Class of 2018
Reflective Project Ibcp Guidelines Update Class of 2018
Once the ethical issue has been identified, you must explore ALL ethical dimensions related to the issue. The ethical
dimensions of the issue, not the issue itself, are the focus of the reflective project.
A Reflective Project that is deemed to have been plagiarized will not be scored. The result will be that the student will
not complete one of the requirements of the IBCP Programme and will not be considered a completer. The student will
not receive the IBCP Certificate or the IBCP Graduation Stole.
IBCP Reflective Project 2
IB 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:
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.
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. You must use in paper citations!
Select a topic
Determine an issue with ethical dimencions related Revew the Reflective Project assesment criteria to
to your academy pathway. ensure your idea is feasible.
Analysis
Use data to draw conclusions.
Compile secondary and primary Determine the best medium to
Use statistical, comparative, or
research. present your data analyses.
descriptive analysis.
IBCP Reflective Project 4
Advice to Students
Students Should
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. 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:
One further piece of advice is as follows: the more background a student has in the subject, the better the chance you
have of completing a high-quality Reflective Project. If you choose to write the Reflective Project in a subject that is not
being studied as part of the career-related path, the quality of your paper might suffer which will result in lower marks.
IBCP Reflective Project 5
Junior Year
Date Event
April 21th Due: Identified your topic and Ethical Dilemma
May 4th Due: List of Sources and Chosen Format
Senior Year
Date Event
Summer Finish research and begin working on your outline
August 31st Due: Final Outline
September 29th Due: Abstract
October 27th Due: Rough Draft
December 15th Rough Draft Returned by this date
January 16th Submit Final Draft to Mr. Exley
February 2nd Returned if revisions are needed
February 15th Return after revision is completed if needed
March 8th ABSOLUTE FINAL VERSION IS DUE
March 15th Submission of Reflective Projects to IBO will be completed.
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
Assessment
Students are assessed by a combination of direct IB assessment and of internal assessment performed by the school.
The chosen Diploma Programme courses are assessed in accordance with the Diploma Programme assessment process
combining external and internal assessment. Students take written examinations at the end of their courses, which are
scored by external IB examiners. The scores awarded for each course range from 1 (lowest) to 7 (highest).
Within the IBCP Core, Personal and Professional Skills, Language Development and Community and Service will be
assessed and authenticated by the school. The Reflective Project is assessed by the school and moderated and graded by
the IB.
Assessment Criteria
Criterion A: Focus and Method
This criterion assesses the students ability to select and explore an ethical dilemma embedded in an issue, which is
contextualized in light of their career-related study, through careful formulation of a focused and systematic research
question. It also assesses the students ability to select and apply appropriate research methods and collect and select
relevant information from a variety of sources, showing an understanding of bias and validity.
Markband Descriptor
0 The work does not reach the standard of the descriptor below.
1-2 The research question identifies an ethical dilemma related to the career
related study.
There is evidence of planning and acknowledgement of bias and validity.
5-6 Clear identification of an issue linked to the career-related study, and the
arising ethical dilemma. The relevance of the study is clear. The research
question is clearly stated and sharp focus on it is sustained throughout the
project.
There is evidence of excellent planning of research, and the determination
and collection of appropriate and varied sources. There is evidence of
understanding of potential bias and source validity and measures have been
taken to limit bias through source selection.
IBCP Reflective Project 7
Markband Descriptor
0 The work does not reach the standard of the descriptor below.
1-3 The central ethical dilemma is identified and the student shows an
awareness of its context(s), although this is largely implicit. Overall, the
project demonstrates basic knowledge and understanding of the ethical
dilemma, generally dominated by one view.
There is evidence of an awareness of the relevance of the chosen dilemma
to community members, which is only partially integrated into the overall
inquiry.
Some awareness of how cultural perspectives can influence the ethical
dilemma is demonstrated, although this is likely to be largely implicit.
4-6 The central ethical dilemma is described from more than one perspective.
Overall, the project demonstrates clear and consistent knowledge and
understanding of the ethical dilemma and its context(s).
There is evidence of a relevant and sustained understanding of the impact of
the ethical dilemma on community members.
Understanding of how cultural perspectives can influence the ethical
dilemma is demonstrated and supported, where appropriate, with relevant
examples.
7-9 The central ethical dilemma is analysed from different perspectives, which are
evaluated in a balanced way. Overall, the work demonstrates a considered and
developed knowledge and understanding of the ethical dilemma with a clear
sense of scope and context(s).
The use of a local or global example to contextualize the ethical dilemma is
effective and well integrated.
The impact of the ethical dilemma on community members is analysed and
forms an integral part of the inquiry.
Analysis of how cultural perspectives can influence the ethical dilemma is
developed and integrated into the ideas presented
IBCP Reflective Project 8
Markband Descriptor
0 The work does not reach the standard of the descriptor below.
1-4 A basic argument is presented. Evidence is presented.
The student presents straightforward conclusions, although these are
asserted without drawing on any arguments or evidence provided.
Some simple ideas are connected and supported with evidence, although
this may not be consistent throughout the project.
9-12 The argument presents a considered and convincing discussion of the issue
and the associated ethical dilemma, interpreting and applying evidence to draw
considered inferences.
Conclusions made are perceptive and concise, drawing consistently on the
arguments and evidence presented.
Connections made between ideas are insightful, sustained and coherent and
developed by a range of well-chosen evidence.
IBCP Reflective Project 9
Criterion D: Communication
This criterion assesses the way in which the student presents a structured and coherent project through their
communication style, using appropriate terminology accurately and consistently, assisting to convey ideas and concepts
clearly.
Markband Descriptor
0 The work does not reach the standard of the descriptor below.
1 There is a straightforward structure to the project as a whole, with similar
material grouped together in a logical manner.
This criterion also assesses engagement with the focus of the research through an insight into the students thinking,
their intellectual initiative, and their creativity through reflections on the thought and research process. Finally, through
reflections on the process, it assesses the extent to which the student voice is present rather than only that of the
supervisor and academics.
Markband Descriptor
0 The work does not reach the standard of the descriptor below.
1-2 There is evidence of student reflection but this is mostly descriptive.
Reflections given on decision-making and planning are procedural.
These reflections communicate a limited degree of personal engagement
with the subject and/or the process of research.
Thank you to Hillsboro High School and Green Run Collegiate for helping create
this guide!
IBCP Reflective Project 12
Name of Candidate
____________________________________________________________________________
Project Area
____________________________________________________________________________
_____________________________________________________________________________
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 have read and understand the regulations and guidelines for the International Baccalaureate Reflective Project. I will
adhere to the regulations and guidelines and the deadlines prescribed in the contract. Students must complete the
Reflective Project in order to complete the IBCP course of study.
Date
_______________________
Student E-Mail
_____________________________________________________________________________
Student Signature
_____________________________________________________________________________
IBCP Reflective Project 13
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 will be scored on their Reflective Project in the Approaches to Learning (ATL)
course, failure to meet deadlines with the project will result in a lower grade for the ATL course. 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 Certificate if plagiarism is detected.
Date
______________________
Parent/Guardian Signature
____________________________________________________________________________________