|
|
|
| Criterion
A |
Investigate |
Investigation
is an essential step in the design cycle. In
order for this step to be assessed, students must
produce documented evidence of topic research and
analysis. |
|
| Criterion
B |
Plan |
Planning
is of primary importance in the demonstration of
the ability to organize both time and resources.
In order for this stage to be assessed, students
must document their work plan and justify their
choice of alternatives. |
|
| Criterion
C |
Create
a Product/Solution |
Creating
products/solutions is the aim of all technology
programmes. In order for this stage of the design
cycle to be assessed, students must submit a
process journal with all amendments to the
planning stage as well as the product itself. |
|
| Criterion
D |
Evaluate |
Evaluation
is necessary in all technology projects. In order
for this stage in the design cycle to be
assessed, the student must provide documentation
of the assessment of both the product/solution
and process, and a form of self-assessment. |
|
| Criterion
E |
Personal
Engagement and Independence |
This
criterion focuses on an overall assessment of two
aspects: ·
the student’s personal engagement
(motivation, general attitude, confidence, etc.)
·
the degree of personal independence in his/her
work.
By
their very nature these qualities are difficult
to quantify and the assessment should take into
account the context in which the unit of work was
undertaken.
The
assessment should bear in mind the amount of
encouragement that the student needed, the
interaction between student and teacher, the
student’s attention to deadlines and
procedures, etc.
|
|
Detailed
descriptions of the assessment criteria and band
descriptors (rubrics):
Criterion
A: Investigate
Maximum 8
|
| Level
of Achievement |
Descriptor
|
0
|
The
student does not reach a standard described by
any of the descriptors given below |
1-2
|
The
student demonstrates little knowledge and
ability in identifying and applying technological
research skills. There is little original
thought and hardly any attempt at analysis.
The student lists few sources of
information, some of which may be irrelevant |
3-4
|
The
student demonstrates some knowledge and ability
when identifying and applying technological
research skills. There are signs of critical
thinking and analysis in the work. Some
thought has been given to the significance of
the product/solution for people and/or the
environment. The student's use and
acknowledgement of relevant sources are adequate.
|
5-6
|
The
student demonstrates clear and consistent
application of technological research skills.
Personal comments, original thought about the
need, and some analysis of the
significance of the product/solution for people
and/or the environment are evident. Effective
use and acknowledgement of sources are
demonstrated. |
7-8
|
The
student demonstrates excellent foresight
when identifying and applying technological
research skills. There is a high degree of
questioning and critical analysis, and the
appropriate use of sources is consistent.
There is clear evidence that the student takes
the sources into account in his/her
investigation. A clear understanding of
the potential significance of the
product/solution is manifest. |
Criterion
B: Plan
Maximum 8
Planning
is of primary importance in the demonstration of
the ability to organize both time and resources.
In order for this stage to be assessed, students
must document their workplan and justify their
choice of alternatives.
|
| Level
of Achievement |
Descriptor
|
0
|
The
student does not reach a standard described by
any of the descriptors given below |
1-2
|
The
student shows limited ability to identify
and consider priorities. Very few
alternatives are explored in relation to the
task. The student is unable to predict outcomes,
and therefore tends to react rather than plan.
The design specification is unclear. |
3-4
|
The
student shows some ability to identify
priorities and consider outcomes. Several
alternatives are explored in relation to the
task. There is adequate communication of
ideas. The student demonstrates an awareness
of time constraints. |
5-6
|
The
student demonstrates consistently the
ability to identify priorities and consider
possible outcomes within a given time frame.
A good range of alternative ideas and
resources are explored in relation to the task.
There is effective communication of ideas.
The student demonstrates satisfactory
forward planning, structure and organization. |
7-8
|
The
student shows excellent ability to
identify and consider a wide range of
resources and strategies. The ideas are thoroughly
developed and communicated. The work shows an
outstanding level of time management and
logical planning. |
Criterion
C: Create a Product/Solution
Maximum 8
Creating
products/solutions is the aim of all technology
programmes. In order for this stage of the design
cycle to be assessed, students must submit a
process journal with all amendments to the
planning stage as well as the product itself.
Note:
Students will sometimes embark on very ambitious
projects or ones which may encounter many
unforeseen obstacles. The emphasis of MYP
technology is on the exploration of its three
branches and on the design process. Assessment
involves the student's engagement in the whole
design cycle. In some circumstances a product or
solution which is incomplete or does not function
fully may still result in a good level of
achievement for criterion C.
|
| Level
of Achievement |
Descriptor
|
0
|
The
student does not reach a standard described by
any of the descriptors given below |
1-2
|
The
student has difficulty using the
techniques, materials and/or equipment and has little
understanding of the relevance of the design
specification. The procedures followed and
quality of the product/solution are poor. |
3-4
|
The
student is able to use the techniques, materials
and/or equipment adequately, and has
generally made effective use of the design
specification. Appropriate choice of
techniques, materials and equipment has been
made. The procedures followed and the quality of
the product/solution are adequate. |
5-6
|
The
student is able to choose and use the
techniques, materials and/or equipment competently,
and has made the necessary modifications
to the original design specification to enhance
the quality of his/her work, resulting in a well-made
and well-presented product/solution |
7-8
|
The
student has demonstrated a thorough competence
when choosing and using techniques, materials
and/or equipment. He/she has fully justified
any modification to the original design
specification, and produced original and
outstanding work. |
Criterion
D: Evaluate
Maximum 8
Evaluation
is necessary in all technology projects. In order
for this stage in the design cycle to be
assessed, the student must provide documentation
of the assessment of both the product/solution
and process, and a form of self-assessment.
|
| Level
of Achievement |
Descriptor
|
0
|
The
student does not reach a standard described by
any of the descriptors given below |
1-2
|
The
student provides a poor evaluation of the
effectiveness and quality of the
product/solution. He/she has completed a rudimentary
evaluation of the process and his/her judgement
is too heavily biased towards either
self-assessment or product/solution assessment. |
3-4
|
The
student has adequately recognized the
significance of the evaluation process; however,
the analysis is lacking elements such as
justification of any deviation from the original
plan, assessment of social significance, and
efficiency of the planning process. The
evaluation includes adequate analysis of
the quality of the product/solution in relation
to the original design specification. |
5-6
|
The
student is able to appropriately assess
both the product/solution and his/her
performance. He/she has taken into account
the social significance of the product/solution
and provided justification of any
deviation from the original design specification.
The evaluation includes a good analysis of
the effectiveness and quality of the
product/solution in relation to the original
design specification. |
7-8
|
The
student provides a thorough evaluation
(self-assessment and assessment of both
product/solution and process) that manifests insight
and suggests possible further improvement.
The evaluation includes excellent analysis
of the effectiveness and quality of the product/
solution in relation to the original design
specification. The student has made good use
of feedback acquired through product testing |
Criterion
E: Personal Engagement and Independence
Maximum
4
This criterion focuses on
an overall assessment of two aspects:
-
the
student's personal engagement
(motivation, general attitude,
confidence, etc.)
-
the
degree of personal independence in
his/her work.
By
their very nature these qualities are difficult
to quantify and the assessment should take into
account the context in which the unit of work was
undertaken.
The
assessment should bear in mind the amount of
encouragement that the student needed, the
interaction between student and teacher, the
student's attention to deadlines and procedures,
etc.
|
| Level
of Achievement |
Descriptor
|
0
|
The
student has not reached a satisfactory standard
in any aspect listed above. |
1
|
The
student has displayed a satisfactory standard
in one aspect listed above. |
2
|
The
student has displayed a satisfactory standard in both
aspects listed above. |
3
|
The
student has displayed a high standard in one
aspect listed above, and a satisfactory
standard in the other. |
4
|
The
student has displayed a very high standard
in both aspects listed above. |
|