Students must document the process they followed to complete their project. In this way, they can demonstrate how they developed Approaches to Learning (ATL) skills and ensure academic honesty. Students must master different techniques for gathering evidence using portfolios, design projects, interdisciplinary projects, or any other activity carried out during the project.
Students are not restricted to any single model for gathering evidence; however, they are responsible for producing evidence that shows they have fulfilled the personal project's objectives. To foster their independence, students must develop their own ways of gathering evidence and must use media of their choosing, which can be in writing, visual, audio, digital, or a combination of these.
gathered throughout the project to document its development
an evolving record of intents, processes, accomplishments
a collection of initial thoughts and developments, brainstorming, possible lines of inquiry and further questions raised
a record of interactions with sources, for example, teachers, supervisors, external contributors (other people!)
a record of selected, annotated and/or edited research and to maintain a bibliography
a collection of useful information, for example, quotations, pictures, ideas, photographs
a means of exploring ideas and solutions
a place for evaluating work completed
reflection on learning
devised by the student in a format that suits his or her needs
a record of reflections and formative feedback received by your advisor/mentor
bulleted lists or notes
charts or diagrams
short paragraphs
timelines, action plans
annotated illustrations
annotated research
artifacts from inspirational visits to galleries, performances, or cultural events
pictures, photographs, sketches
up to 30 seconds of visual or audio material
screenshots of a blog or website (as Mr. Proctor has discussed)
self- and peer-assessment feedback
collected on a daily basis (unless this is useful for the student)
written up after the process has been completed
additional work on top of the project; it is part of and supports the project
a diary with detailed writing about what was done (unless this is useful for the student)
a single, static document with only one repeated format (unless this is useful for the student).