This rubric is for level 3 students (year 5) and those who want to prepare their students for their MYP program in 10th grade. This rubric gives them a glimpse of what is to come, how they can prepare themselves for what is coming up in high school and what skills they will need to master so that their journey is smooth. This rubric, along with the level/level 2 rubric is a vertical articulation of the skills needed to be successful as an IB student.
For level 1 (year 1) and Level 2 (year 3) this is a rubric that you can use to grade, give feedback the teach students and teachers alike the Design Cycle material that can support student and teacher growth and understanding.
Project management for instructional designersKimberly Klotz
A presentation on project management principles and use in instructional design and how the project management phases and activities sync with the ADDIE Model. Presentation given by Kim Mckee and Kimberly Klotz at the Teaching with Technology Conference at UAMS.
For level 1 (year 1) and Level 2 (year 3) this is a rubric that you can use to grade, give feedback the teach students and teachers alike the Design Cycle material that can support student and teacher growth and understanding.
Project management for instructional designersKimberly Klotz
A presentation on project management principles and use in instructional design and how the project management phases and activities sync with the ADDIE Model. Presentation given by Kim Mckee and Kimberly Klotz at the Teaching with Technology Conference at UAMS.
Evaluation: a means to gain insights into and improve the ROER4D project SarahG_SS
A shortened version of a presentation given to the EDN4502W: Research & Evaluation of Emerging Technologies PGDip course on the evaluation strategy for ROER4D.
MOOC Project - Definition and evaluationLeslie HUIN
This document aims to define the general characteristics of a MOOC project. It allows the team to reflect on the key points and evaluate the opportunity and feasibility of the project.
Licence CC -BY-NC-SA - Leslie HUIN & Alexandra CODINA
Models for Online, Open, Flexible And Technology Enhanced Higher Education – ...Dominic Orr
The OOFAT study was commissioned by ICDE to look into models of technology integration into HE provision across the world. Here are some of the key results - OOFAT models and associated business strategies.
Basics of sewing LEDs. The first project my kids work on. A review of required tools and an introduction to basic e-textile sewing techniques and a very basic understanding of electronics.
Evaluation: a means to gain insights into and improve the ROER4D project SarahG_SS
A shortened version of a presentation given to the EDN4502W: Research & Evaluation of Emerging Technologies PGDip course on the evaluation strategy for ROER4D.
MOOC Project - Definition and evaluationLeslie HUIN
This document aims to define the general characteristics of a MOOC project. It allows the team to reflect on the key points and evaluate the opportunity and feasibility of the project.
Licence CC -BY-NC-SA - Leslie HUIN & Alexandra CODINA
Models for Online, Open, Flexible And Technology Enhanced Higher Education – ...Dominic Orr
The OOFAT study was commissioned by ICDE to look into models of technology integration into HE provision across the world. Here are some of the key results - OOFAT models and associated business strategies.
Basics of sewing LEDs. The first project my kids work on. A review of required tools and an introduction to basic e-textile sewing techniques and a very basic understanding of electronics.
A comprehensive look at the history and development of the computer. Links to YouTube videos that can enhance student learning or expand the depth and time spent on the topic are included.
Philosophy and overview of the MYP Technology Integrated Approach at the Canadian International School of Hong Kong.
A Learning and Teaching Technologies Department Presentation.
Unit8: Engineering Design
Module Brief
Grading Criteria
Pass
Assessed in Coursework
Merit
Assessed in Coursework
Distinction
Assessed in Coursework
1.1
1
M1
1
D1
2
1.2
1
M2
1 or 2
D2
1 or 2
1.3
1
M3a
1
D3
1 or 2
1.4
2
M3b
2
2.1
1
2.2
2
2.3
2
2.4
2
2.5
2
3.1
Unit 069 - 1
3.2
Unit 069 - 1
3.3
Unit 069 - 1
Module Leader
Author
IV Signature
Pass criteria thatmust be achieved:
Outcomes
Learner has demonstrated the ability to:
Source of evidence
Outcome 1
Be able to prepare a design specification to meet customer requirements
LO1.1: establish customer requirements
Coursework 1
Questions1, 2 and 3
LO1.2: present the major design parameters
Coursework 1
Questions 6 and 7
LO1.3: obtain design information from appropriate sources and prepare a design specification
Coursework 1
Questions 4 and 5
LO1.4: demonstrate that the design specification meets requirements
Coursework 2
Question 13
Outcome 2
Be able to analyse and evaluate possible design solutions and prepare a final design report
LO2.1: produce an analysis of possible design solutions
Coursework 1
Questions 8 and 9
LO2.2: produce and evaluate conceptual designs
Coursework 2
Question 10
LO2.3: select the optimum design solution
Coursework 2
Questions11 and 12
LO2.4: carry out a compliance check
Coursework 2
Questions 11 and 12
LO2.5: produce a final design report
Coursework 2
Question 14
Outcome 3:
Understand how computer based technology is used in the engineering design process
LO 3.1: explain the key features of a computer-aided design system
Unit 69
Coursework 1 Question 3
LO 3.2: use computer-aided design software to produce a design drawing or scheme
Unit 69
Coursework 1 Question 1
LO 3.3: evaluate software that can assist the design process
Unit 69
Coursework 1 Question 4
Meritcriteria that may be achieved:
Merit Grade Descriptors
Indicative Characteristics
Contextualisation
Source of evidence
M1
Identify and apply strategies to find appropriate solutions
An effective approach to study and research has been applied
A brief literature review on similar products and technologies.
Understanding customer requirements and transforming into technical requirements, reflected in PDF.
Coursework 1
Questions 1 through to 5
M2
Select and/or design and apply appropriate methods and/or techniques
A range of methods and techniques have been applied
Identifying and using appropriate tools in evaluation and selection process of a most suitable solution.
Coursework 1
Questions6 through to 9
Coursework 2
Questions 10to through 12
M3
Present and communicate appropriate findings
A range of methods of presentation have been used and technical language has been accurately used
Professional presentation in report and oral and on time submission.
All questions
Distinction criteria that may be achieved:
Distinction Grade Descriptors
Indicative Characteristics
C ...
PJM6125 Project Evaluation:
Stakeholder Analysis & Evaluation Goal Matrix
Overview and Rationale
For this assignment, you will establish some evaluation goals for your project based on the
method and lens covered in this week’s lecture.
Program and Course Outcomes
This assignment is directly linked to the following key learning outcomes from the course
syllabus:
LO1: Identify and analyze stakeholders associated with performance evaluation.
LO2: Design an evaluation goals matrix incorporating the differences between impact, efficiency,
and effectiveness
LO6: Compare change management procedures needed to respond to the results of both tactical
and non-tactical performance evaluation
L07: Plan and conduct a tactical evaluation using both qualitative and quantitative measures
Essential Components & Instructions
This assignment is completed in two parts. First, using your chosen project that you
submitted as part of Lesson 1, complete the following items:
Stakeholder Register / Analysis:
Create a stakeholder register / analysis that includes the following minimum
columns:
o Stakeholder
o Stakeholder Position / Role
o Type of Stakeholder (internal or external)
o Stakeholder expectation (high level needs or expectations of project)
o Stakeholder interest (high / medium / low)
o Stakeholder influence level (high / medium / low)
o Stakeholder view of project (supportive / neutral / opposed)
o Stakeholder Management strategy (approach to engaging stakeholder to
support success of project)
Once you create the register, create entries for a minimum of 12 - 15 project
stakeholders, performing a full analysis for each of them.
Part 2: Evaluation Goals Matrix:
After completing the stakeholder register, you will create an evaluation goals matrix, as
illustrated in Lesson 2, with an additional column entitled stakeholder. Once you have
designed the evaluation goal matrix, you will need to list at least four evaluation goals for
each category: efficiency, effectiveness, and impact, which will result in a total of 12 metrics
/ goals.
You will be assess on the clarity of the metrics, the concreteness of the measures (Example:
increased performance by 12 percent (concrete) vs. increase performance (not concrete, as
no specific measurement of increase)), and how well the metric will measure the success of
project relative to the overview of the project you provided as a case study.
Format
Below are some key guidelines you will want to ensure you follow in all three elements of
this assignment. Think of this short list as a quality control checklist, along with the
attached grading rubric.
Part 1 and Part 2 (stakeholder analysis and evaluation matrix) should be submitted
as a single file (MsWord or .pdf)
You should include a cover page
You should include a brief summary of your chosen project.
You should format the documents professionally
The tables should be readable.
PJM6125 Project Evaluation:
Stakeholder Analysis & Evaluation Goal Matrix
Overview and Rationale
For this assignment, you will establish some evaluation goals for your project based on the
method and lens covered in this week’s lecture.
Program and Course Outcomes
This assignment is directly linked to the following key learning outcomes from the course
syllabus:
LO1: Identify and analyze stakeholders associated with performance evaluation.
LO2: Design an evaluation goals matrix incorporating the differences between impact, efficiency,
and effectiveness
LO6: Compare change management procedures needed to respond to the results of both tactical
and non-tactical performance evaluation
L07: Plan and conduct a tactical evaluation using both qualitative and quantitative measures
Essential Components & Instructions
This assignment is completed in two parts. First, using your chosen project that you
submitted as part of Lesson 1, complete the following items:
Stakeholder Register / Analysis:
Create a stakeholder register / analysis that includes the following minimum
columns:
o Stakeholder
o Stakeholder Position / Role
o Type of Stakeholder (internal or external)
o Stakeholder expectation (high level needs or expectations of project)
o Stakeholder interest (high / medium / low)
o Stakeholder influence level (high / medium / low)
o Stakeholder view of project (supportive / neutral / opposed)
o Stakeholder Management strategy (approach to engaging stakeholder to
support success of project)
Once you create the register, create entries for a minimum of 12 - 15 project
stakeholders, performing a full analysis for each of them.
Part 2: Evaluation Goals Matrix:
After completing the stakeholder register, you will create an evaluation goals matrix, as
illustrated in Lesson 2, with an additional column entitled stakeholder. Once you have
designed the evaluation goal matrix, you will need to list at least four evaluation goals for
each category: efficiency, effectiveness, and impact, which will result in a total of 12 metrics
/ goals.
You will be assess on the clarity of the metrics, the concreteness of the measures (Example:
increased performance by 12 percent (concrete) vs. increase performance (not concrete, as
no specific measurement of increase)), and how well the metric will measure the success of
project relative to the overview of the project you provided as a case study.
Format
Below are some key guidelines you will want to ensure you follow in all three elements of
this assignment. Think of this short list as a quality control checklist, along with the
attached grading rubric.
Part 1 and Part 2 (stakeholder analysis and evaluation matrix) should be submitted
as a single file (MsWord or .pdf)
You should include a cover page
You should include a brief summary of your chosen project.
You should format the documents professionally
The tables should be readable ...
Similar to Design Cycle Level 3 and Diploma program (20)
Resource list for Noora Aabad's AI presentation. Ethical AI is a shared responsibility. Students, teachers, users, programmers, investors, regulators, and others all play a role in determining the future of AI technology development and use. This session will feature an innovative and interactive approach to a virtual panel, giving both panelists and attendees the opportunity to interact and respond to various AI scenarios and activities. While the moderator and panelists demonstrate and discuss on-screen, attendees also have the opportunity to share their own insights, observations, and questions in a moderated chat.
Starting With Scratch is a block-based programming course provided by the CodeTigers and STEM Impressionists Program collaboration. Over the course of 10 weeks, students will practice programming on Scratch while simultaneously learning fundamental computer science concepts. Each week will be taught by two student mentors who will walk participants through different lessons that will overtime build their understanding of coding through the Scratch platform. Throughout the course, students will be provided with resources to further their exploration of computer science in addition to preparing them to continue on to other coding platforms such as Python, micro:bit, and HTML/CSS. YouTube class: https://www.youtube.com/watch?
Register for the Coolest Project Competition!Angela DeHart
This document lists the details of how to register for Raspberry Pi's International competition. All of the information was obtained from their website. Please double-check the website as the information that is covered in this document may have changed since it was posted. We do not want you to miss out on the competition! (Document posted April 25, 2021).
Starting With Scratch is a block-based programming course provided by the CodeTigers and STEM Impressionists Program collaboration. Over the course of 10 weeks, students will practice programming on Scratch while simultaneously learning fundamental computer science concepts. Each week will be taught by two student mentors who will walk participants through different lessons that will overtime build their understanding of coding through the Scratch platform. Throughout the course, students will be provided with resources to further their exploration of computer science in addition to preparing them to continue on to other coding platforms such as Python, micro:bit, and HTML/CSS. YouTube class: https://www.youtube.com/watch?
Starting With Scratch is a block-based programming course provided by the CodeTigers and STEM Impressionists Program collaboration. Over the course of 10 weeks, students will practice programming on Scratch while simultaneously learning fundamental computer science concepts. Each week will be taught by two student mentors who will walk participants through different lessons that will overtime build their understanding of coding through the Scratch platform. Throughout the course, students will be provided with resources to further their exploration of computer science in addition to preparing them to continue on to other coding platforms such as Python, micro:bit, and HTML/CSS. YouTube class: https://www.youtube.com/watch?
Coolest Projects online is the world’s leading technology showcase for young people. If you enjoy making things with technology, Coolest Projects online is an amazing opportunity to get creative, have fun, and celebrate what you have made.
Your creation will be showcased in the Coolest Projects online gallery, for people all over the world to see! Coolest Projects online is free, it is open to anyone up to the age of 18, and you can join in wherever you are in the world.
Starting With Scratch is a block-based programming course provided by the CodeTigers and STEM Impressionists Program collaboration. Over the course of 10 weeks, students will practice programming on Scratch while simultaneously learning fundamental computer science concepts. Each week will be taught by two student mentors who will walk participants through different lessons that will overtime build their understanding of coding through the Scratch platform. Throughout the course, students will be provided with resources to further their exploration of computer science in addition to preparing them to continue on to other coding platforms such as Python, micro:bit, and HTML/CSS. YouTube class: https://www.youtube.com/watch?
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Normal Labour/ Stages of Labour/ Mechanism of Labour
Design Cycle Level 3 and Diploma program
1. Level 3i & DPii Design Cycleiii
CriterionA:Inquiring&Analyzingiv
7-8 5-6 3-4
1-2 0
MYP Program: Level 3 DP Program MYP Program: Level 3 DP Program MYP Program: Level 3 DP Program
The student explains and justifies
the need for a solution to a
problem for a client/ target
audience; constructs a detailed
research plan, which identifies
and prioritizes the primary and
secondary research needed to
develop a solution to the
problem independently; analyses
a range of existing products that
inspire a solution to the problem
in detail and develops a detailed
design brief, which summarizes
the analysis of relevant research.
The student describes an
appropriate problem, which
leads to a design opportunity;
explains the key findings from
relevant market and user
research; develops a detailed
brief, which identifies the
relevant parameters of the
problem; develops a marketing
specification, which justifies the
requirements; develops a
design specification, which
justifies the requirements.
The student explains the need
for a solution to a problem for a
specified client/target audience;
constructs a research plan,
which identifies and prioritizes
primary and secondary research
needed to develop a solution to
the problem, with some
guidance; analyses a range of
existing products that inspire a
solution to the problem and
develops a design brief, which
explains the analysis of relevant
research.
The student identifies an
appropriate problem, which leads
to a design opportunity, describes
the key findings from relevant
market and user research,
develops a brief, which identifies
some of the relevant parameters
of the problem, develops a
marketing specification, which
outlines the requirements,
develops a design specification,
which outlines the requirements.
The student outlines the need
for a solution to a problem for a
specified client/target audience;
outlines a research plan, which
identifies primary and secondary
research needed to develop a
solution to the problem, with
some guidance; analyses one
existing product that inspires a
solution to the problem and
develops a design brief, which
outlines the analysis of relevant
research.
The student identifies a
problemv
. States the key
findings from relevant
market and user research.
Develops a simple briefvi
,
which identifies some
relevant parameters of
the problem. Develops a
design specificationvii
,
which states the
requirements
The student identifies
a problem. Records
the key findings from
relevant market and
user research.
Outlines a simple
brief, which identifies
few relevant
parameters of the
problem. Develops a
design specification,
which states some of
the requirements
The work does
not reach a
standard
described by the
previous
descriptors
CriterionB:DevelopingIdeasviii
The student develops detailed
design specifications, which explain
the success criteria for the design of
a solution based on the analysis of
the research; develops a range of
feasible design ideas, using an
appropriate medium(s)and detailed
annotation, which can be correctly
interpreted by others; presents the
chosen design and justifies fullyand
critically its selection with detailed
reference to the design specification
and develops accurate and detailed
planning drawings/diagrams and
outlines requirements for the
creation of the chosen solution
The student develops feasible
ideas to meet appropriate
specifications, which explore
solutions to the problem, uses
concept modelling to guide
design development, and
justifies the most appropriate
idea for detailed development.
The student develops design
specifications, which outline the
success criteria for the design of a
solution; develops a range of
feasible design ideas, using an
appropriate medium(s) and
annotation, which can be
interpreted by others; presents the
chosen design and justifies its
selection with reference to the
design specification and develops
accurate planning
drawings/diagrams and lists
requirements for the creation of
the chosen solution
The student develops ideas with
reference to the specifications,
which explore solutions to the
problem, uses concept modelling
with limited analysis, and selects
the most appropriate idea for
detailed development with
limited justification.
The student lists some design
specifications, which relate to
the success criteria for the
design of a solution; presents a
few feasible designs, using an
appropriate medium(s) or
annotation, which can be
interpreted by others; justifies
the selection of the chosen
design with reference to the
design specification and creates
planning drawings/diagrams or
lists requirements for the
creation of the chosen solution.
The team demonstrates
limited development of
few ideas, which explore
solutions to the problem,
selects the most
appropriate idea for
detailed development
with no justification
The team
demonstrates very
limited development
of a few ideas, which
explore solutions to
the problem, selects
an idea for
development with no
justification
The work does
not reach a
standard
described by the
previous
descriptors
CriterionC:CreatingtheSolutionix
The student constructs a
detailed and logical plan,
which describes the efficient
use of time and resources,
sufficient for peers to be able
to follow to create the
solution; demonstrates
excellent technical skills when
making the solution; follows
the plan to create the
solution, which functions as
intended and is presented
appropriately and fully
justifies changes made to the
chosen design and plan when
making the solution.
The student justifies the choice
of appropriate materials and
components for a prototype,
justifies the choice of
appropriatex
manufacturingxi
techniques for prototype
production, develops an
accurate and detailed design
proposalxii
, produces a detailed
plan for the manufacturexiii
of
the prototype
The student constructs a logical
plan, which considers time and
resources, sufficient for peers to
be able to follow to create the
solution; demonstrates
competent technical skills when
making the solution; creates the
solution, which functions as
intended and is presented
appropriately and describes
changes made to the chosen
design and plan when making
the solution.
The student outlines some
appropriate materials and
components for a prototype,
outlines some appropriate
manufacturing techniques for
prototype production, and
develops a design proposal that
includes most details, produces a
plan for the manufacture of the
prototype.
The student constructs a plan
that contains some production
details, resulting in peers having
difficulty following the plan;
demonstrates satisfactory
technical skills when making the
solution; creates the solution,
which partially functions and is
adequately presented and
outlines changes made to the
chosen design and plan when
making the solution.
The student lists some
appropriate materials and
components for a
prototype, lists some
appropriate
manufacturing techniques
for prototype production,
and develops a design
proposal that includes few
details, produces an
incomplete plan that
contains some production
details.
The student lists a
few of the
appropriate materials
and components for a
prototype, lists some
appropriate
manufacturing
techniques for
prototype
production, develops
a design proposal that
includes few details,
produces an
incomplete plan that
contains some
production details
The work does
not reach a
standard
described by the
previous
descriptors
CriterionD:Evaluatingxiv
The student designs detailed
and relevant testing methods,
which generate data, to
measure the success of the
solution; critically evaluates
the success of the solution
against the design
specification based on
authentic product testing;
explains how the solution
could be improved and
explains the impact of the
product on the client/target
audience.
The student evaluates the
success of the solution against
the marketingxv
and designxvi
specification, explains how the
solution could be improvedxvii
.
The student designs relevant
testing methods, which
generate data, to measure the
success of the solution; explains
the success of the solution
against the design specification
based on relevant product
testing; describes how the
solution could be improved and
explains the impact of the
solution on the client/target
audience, with guidance.
The student evaluates the success
of the solution against some
aspects of the marketing and
design specification, outlines how
the solution could be improved.
The student designs a relevant
testing method, which generates
data, to measure the success of
the solution; outlines the
success of the solution against
the design specification based
on relevant product testing;
outlines how the solution could
be improved and outlines the
impact of the solution on the
client/target audience.
The student evaluates the
success of the solution
against some of the
aspects of the marketing
and design specification
with no evidence of
testing, lists how the
solution could be
improved.
The student evaluates
the success of the
solution against few
aspects of the
marketing and design
specification with no
evidence of testing,
lists how the solution
could be improved.
The work does
not reach a
standard
described by the
previous
descriptors
Crit A
Grade
Crit B
Grade
Crit D
Grade
Crit C
Grade
Level 3 project
Level DPproject
Created from 2014 IB MYP Design Guide & 2016 Design Guide; Angela DeHart, 1/2017,
2. Note:
1. Criterion E: Commercial production (non-MYP = DP program): At this stage, prototypes have been developed to demonstrate proof of concept and tested
successfully againstthe criteria detailed in the design brief and specifications.Students will modify their detailed design proposal appropriately for
commercial manufacture.
a. The student justifies thechoiceof materials and components appropriatefor commercial production,justifies thechoice of manufacturing
techniques appropriatefor commercial production,explains design modifications to the solution required for commercial manufacture.
2. Criterion F: Marketing strategies (non-MYP = DP program): An invention becomes an innovation by diffusinginto the marketplace. In order to increasethe
potential for an invention to become an innovation,marketing
strategies need to be explored and implemented. Students will
consider the implicationsof diffusinga productinto the
marketplace by determining the cost effectiveness of their
solution,determining the appropriatetarget sales priceand
exploringappropriatepromotional strategies.
a. The student justifies an appropriatetarget sales price,
discusses appropriatepromotional strategies for the
solution.
3. MYP Design Cycle: Every designer may approach a problem in a
different way. Depending on their specialism,designers tend to
have their own methodology, but some general activities are
common to all designers.Thedesign cyclemodel underpins the
design process.The design cyclemodel represents the MYP design
methodology of how designers develop products. The process is
divided into four stages: inquiringand analyzing;developingideas;
creatingthe solution;evaluating.
4. MYP Group work: In many circumstances,students will wantto,
or need to, work in groups for their design units of work.
However, it is importantto ensure that every member of the
group benefits from the dynamics of the social interaction and the
group-work learningexperience. In the caseof group work,
teachers should be ableto identify each student’s roleand
responsibilitiesto ensure that he or she makes a contribution,and
to assesseach student’s learningateach stage of the design cycle.
i Attributes of Level 3 (7-9th grade) student projects: 1) The objectives are fully addressed. 2) Students independently explore complex real-life problems set in unfamiliar contexts. 3) Students design products for a client or an identified target audience. 4) Students utilize a wide range of skills,
developed through the previous years and apply them to a wide range of design situations. 5) Students independently manage their own work. 6) Teacher as facilitator.
ii The inquiry-based approach of MYP design courses thoroughly prepare students for Diploma Program design technology. The MYP design objectives and assessment criteria provide a clear and smooth transition from the MYP to Diploma Program. The alignment between the design methodology
expressed through the MYP design cycle is further developed in Diploma Program design technology with problem -solving through invention at the heart of SL; and this is further extended towards innovation at HL. As such, students continuing on to Diploma Program design technology from MYP
have gained a wealth of experience using the MYP design cycle and will have developed critical-thinking and design skills, which they will be able to apply to solve more complex problems.
3. iii
Level 1 (Yr 1): In order to reach the aims of design,
students should be able to:
Level 2 (Yr 3): In order to reach the aims of design,
students should be able to:
Level 3 (Yr 5): In order to reach the aims of design,
students should be able to:
Criterion A: Inquiring and Analyzing
i. explain and justify the need for a solution to a problem
ii. state and prioritize the main points of research needed
to develop a solution to the problem
iii. describe the main features of an existing product that
inspires a solution to the problem
iv. present the main findings of relevant research.
i. explain and justify the need for a solution to a problem
ii. construct a research plan, which states and prioritizes
the primary and secondary research needed to develop
a solution to the problem
iii. analyze a group of similar products that inspire a
solution to the problem
iv. develop a design brief, which presents the analysis of
relevant research.
i. explain and justify the need for a solution to a problem
for a specified client/target audience
ii. identify and prioritize the primary and secondary
research needed to develop a solution to the problem
iii. analyze a range of existing products that inspire a
solution to the problem
iv. develop a detailed design brief, which summarizes the
analysis
Criterion B: Developing Ideas
i. develop a list of success criteria for the solution
ii. present feasible design ideas, which can be correctly
interpreted by others
iii. present the chosen design
iv. create a planning drawing/diagram, which outlines the
main details for making the chosen solution.
i. develop a design specification, which outlines the
success criteria for the design of a solution based on
the data collected
ii. present a range of feasible design ideas, which can be
correctly interpreted by others
iii. present the chosen design and outline the reasons for
its selection
iv. develop accurate planning drawings/diagrams and
outline requirements for the creation of the chosen
solution.
i. develop a design specification, which clearly states the
success criteria for the design of a solution
ii. develop a range of feasible design ideas, which can be
correctly interpreted by others
iii. present the chosen design and justify its selection
iv. develop accurate and detailed planning
drawings/diagrams and outline the requirements for
the creation of the chosen solution.
Criterion C: Creating the Solution
i. outline a plan, which considers the use of resources
and time, sufficient for peers to be able to follow to
create the solution
ii. demonstrate excellent technical skills when making the
solution
iii. follow the plan to create the solution, which functions
as intended
iv. list the changes made to the chosen design and plan
when making the solution v. present the solution as a
whole.
i. construct a logical plan, which outlines the efficient use
of time and resources, sufficient for peers to be able to
follow to create the solution
ii. demonstrate excellent technical skills when making the
solution
iii. follow the plan to create the solution, which functions
as intended
iv. explain changes made to the chosen design and plan
when making the solution v. present the solution as a
whole.
i. construct a logical plan, which describes the efficient
use of time and resources, sufficient for peers to be
able to follow to create the solution
ii. demonstrate excellent technical skills when making the
solution
iii. follow the plan to create the solution, which functions
as intended
iv. fully justify changes made to the chosen design and
plan when making the solution v. present the solution
as a whole.
Criterion D: Evaluating
i. outline simple, relevant testing methods, which
generate data, to measure the success of the solution
ii. outline the success of the solution against the design
specification
iii. outline how the solution could be improved
iv. outline the impact of the solution on the client/ target
audience.
i. describe detailed and relevant testing methods, which
generate accurate data, to measure the success of the
solution
ii. explain the success of the solution against the design
specification
iii. describe how the solution could be improved
iv. describe the impact of the solution on the client/target
audience
i. design detailed and relevant testing methods, which
generate data, to measure the success of the solution
ii. critically evaluate the success of the solution against
the design specification
iii. explain how the solution could be improved
iv. explain the impact of the solution on the client/ target
audience.
4. iv CriterionA: Inquiring and Analyzing. Students arepresented with a design situation, fromwhich theyidentify a problem that needs to besolved.They analyzetheneed for a solution andconduct an
inquiry into thenatureoftheproblem.In orderto reach the aims ofdesign, students shouldbe able to:
1) explainand justify the need for a solution to a problemfor a specified client/target audience
2) identify and prioritizetheprimary andsecondaryresearchneededto developa solutionto the problem
3) analyze a rangeofexisting products thatinspirea solutionto the problem
4) develop a detaileddesign briefwhich summarizes theanalysis ofrelevant research.
NOTE: When developing the design brief, students should concisely summarize only the useful and relevant information they have found through their research. They will present this information in their own words. Students should not copy and paste
information from sources without analysis or indicating relevance
v
The design problem should be clearly stated using supporting materials, which may include: photographs, extracts from letters, magazines and news articles, summarized results from questionnaires or interviews
vi
A design brief comprises the expected outcome and broad requirements determined from the market and user research. The feasibility of the project should also be considered.
vii
A design specification details: aesthetic requirements, cost constraints, customer requirements, environmental requirements, size constraints, safety considerations, performance requirements and constraints, materials
requirements, manufacturing requirements. All of the requirements, constraints and considerations must be specific, feasible and measureable. The design specification must be developed from the design brief and research.
viii Criterion B: Developing ideas. Students write a detailed specification, which drives the development of a solution. They present the solution. In order to reach the aims of design, students should be able to:
1) develop a design specification whichclearly states thesuccess criteria for thedesign ofa solution
2) develop a rangeoffeasibledesignideas which canbe correctlyinterpreted byothers Objectives Designguide 9
3) presentthefinal chosen designandjustify its selection
4) develop accurate anddetailedplanning drawings/diagrams andoutlinetherequirements for the creation ofthechosensolution.
Note: In MYP design, a feasible idea is one that the student can create within the allocated time with the tools and facilities available to them. • Examples of “planning drawings/diagrams” for digital design solutions include website navigation maps, interface
layout—aesthetic considerations (websites), detailed sketches (graphic design), detailed storyboards (video editing and animations), and so on. • Examples of “planning drawings/diagrams” for product design solutions include scale drawing with
measurements (orthographic), part and assembly drawings, exploded drawings, recipes, cutting plans, and so on.
ix CriterionC: Creating thesolution. Students plan thecreationofthe chosen solutionand follow theplan tocreatea prototype sufficientfor testing and evaluation. Inorder toreach the aims ofdesign,
students shouldbeableto:
1) construct a logical plan,which describes the efficient useoftimeand resources, sufficient for peers to beableto follow to create thesolution
2) demonstrate excellenttechnical skills whenmaking thesolution
3) follow the planto create the solution, which functions as intended
4) fully justify changes madeto the chosen design andplan when making thesolution
5) presentthesolution as a whole, either: a. in electronicform,or b. through photographs ofthesolutionfrom differentangles,showing details.
NOTE: When changes have been made to the solution, students must describe and justify each change. If there are no changes to the plan, students are not required to describe or justify any changes.
Technical skills: A student’s level of technical skill can bedetermined usingthe followingtwo factors: – the complexity of skill demonstrated – the level of
guidanceneeded from the teacher to complete the task.The teacher should determine an age-appropriatelevel of technical skill demonstrated by the
student usinga “best-fit” approach: 1) Minimal technical skills: Simpleskills aredemonstrated and the student requires a great dealofassistanceafterthey havereceived initial
instructionon howto usetools. 2) Satisfactory technical skills: Simple andcomplexskills aredemonstrated and the student requires someassistance after they have received initial
instructionon howto usecomplextools. 3) Competent technical skills: Complex skills aredemonstratedand thestudent generally works independently,requiring someguidance after initial
instruction. 4) Excellent technical skills: Awide rangeofcomplexskills are demonstrated and the studentworks independently, requiring minimalguidance after initial instruction.
x
Materials and components are identified and selected according to the requirements of the prototype. Valid reasons for their choice need to be provided. Selection can be justified through many aspects including cost, supply, physical and mechanical properties, and so on.
xi
Manufacturing techniques are identified and selected according to the requirements of the prototype including joining, cutting, and so on. Valid reasons for their choice need to be provided. Selection can be justified through many aspects including cost, supply, material
choice, working properties of the materials, and so on.
xii
Develop the design to take into account the choice of materials, components and manufacturing techniques. Use appropriate techniques and methods to finalize the details of the design (CAD, hand drawn, paper/card models). Develop designs to sufficient detail for a third
party to be able to interpret them correctly. Include details such as sizes, materials,components, assembly, production methods, and so on.
xiii
An appropriate plan should provide sufficient details including timings, techniques and risk assessment to allow the product to be made by a third party.Detailed plans could be presented using the following formats: Flow diagrams, Tables
xiv CriterionD: Evaluating. Students designtests toevaluatethesolution, carryout thosetests andobjectively evaluateits success. Students identify areas wherethesolution could beimprovedand explain
how their solutionwill impact on the client or targetaudience. In order to reachtheaims ofdesign, students should beableto:
1) design detailed and relevanttesting methods, which generatedata, tomeasure the success ofthe solution
2) critically evaluatethe success ofthe solutionagainst the designspecification
3) explainhowthesolution couldbeimproved
4) explaintheimpactofthe solution on the client/targetaudience
NOTE: Product testing: This is a stage in the design process where versions of products (for example, prototypes) are tested against the design need (specification), applied to the context and presented to the end-user or target audience. These tests may
include the collection and analysis of data. Types of testing include user trial and observation: (usability and intuitiveness), field/ performance test: (functionality and performance), expert appraisal: (beta testing, consumer testing)
Authentic tests: The tests are relevant to the project and are completed by appropriate testers to gain high-quality quantitative and qualitative feedback.
xv
Identify strengths and weaknesses by testing the prototype(s) against the marketing specification in criterion A: Target market, target audience, market analysis, user need and competition
xvi
Identify strengths and weaknesses by testing the prototype(s) against the design specification in criterion A: cost constraints, environmental requirements, size constraints, safety considerations, performance requirements and constraints, materials requirements,
manufacturing requirements. Where possible strengths and weaknesses should be measureable.
xvii
Suggest improvements to address weaknesses identified through evaluation against marketing and design specifications. Improvements should be presented in the form of revised specifications, annotated photographs and drawings, or CAD. If the finished product does
not meet either the market or the design specification, suggest modifications that are valid and feasible to bring the product up to specification.