This document outlines criteria and descriptors for evaluating design projects at different levels in the MYP program. It provides descriptors for four criteria (A-D) that are used to evaluate projects at Level 1 (grades 6-8) and Level 2 (grades 6-8) of the MYP design cycle. For each criterion, it describes the skills and achievements expected of students at each level. The criteria include inquiring and analyzing, developing ideas, creating the solution, and evaluating. The document also provides context around the MYP design cycle and approach to group work.

1. Level 1i & Level 2ii Design Cycleiii
CriterionA:Inquiring&Analyzingiv
7-8 5-6 3-4
1-2 0
MYP Program: Level 1 MYP Program: Level 2 MYP Program: Level 1 MYP Program: Level 2 MYP Program: Level 1 MYP Program: Level 2
The student explains and
justifies the need for a
solution to a problem; states
and prioritizes the main points
of research needed to develop
a solution to the problem,
with minimal guidance;
describes the main features of
an existing product that
inspires a solution to the
problem and presents the
main findings of relevant
research.
The student explains and
justifies the need for a solution
to a problem; constructs a
research plan, which states and
prioritizes the primary and
secondary research needed to
develop a solution to the
problem independently;
analyses a group of similar
products that inspire a solution
to the problem and develops a
design brief, which presents the
analysis of relevant research.
The student explains the need
for a solution to a problem;
states and prioritizes the main
points of research needed to
develop a solution to the
problem, with some guidance;
outlines the main features of an
existing product that inspires a
solution to the problem and
outlines the main findings of
relevant research.
The student explains the need for
a solution to a problem;
constructs a research plan, which
states and prioritizes the primary
and secondary research needed
to develop a solution to the
problem, with some guidance;
describes a group of similar
products that inspire a solution to
the problem and develops a
design brief, which outlines the
findings of relevant research.
The student outlines the need
for a solution to a problem.
States some points of research
needed to develop a solution,
with some guidance; states the
main features of an existing
product that inspires a solution
to the problem and outlines
some of the main findings of
research.
The student outlines the
need for a solution to a
problem; states the
research needed to
develop a solution to the
problem, with some
guidance; outlines one
existing product that
inspires a solution to the
problem and develops a
basic design brief, which
outlines some of relevant
research.
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:DevelopingIdeasv
The student develops a list of
success criteria for the
solution; presents feasible
design ideas, using an
appropriate medium(s) and
outlines the key features,
which can be correctly
interpreted by others;
presents the chosen design
describing the key features
and creates a planning
drawing/diagram, which
outlines the main details for
making the chosen solution.
The student develops a design
specification which outlines the
success criteria for the design of
a solution based on the data
collected; presents a range of
feasible design ideas, using an
appropriate medium(s) and
annotation, which can be
correctly interpreted by others;
presents the chosen design and
outlines the reasons for its
selection with reference to the
design specification and
develops accurate planning
drawings/diagrams and outlines
requirements for the creation of
the chosen solution.
The student develops a few
success criteria for the solution;
presents a few feasible design
ideas, using an appropriate
medium(s) and labels key
features, which can be
interpreted by others; presents
the chosen design stating the
key features and creates a
planning drawing/diagram and
lists the main details for the
creation of the chosen solution.
The student develops design
specifications, which identify the
success criteria for the design of a
solution; presents a range of
feasible design ideas, using an
appropriate medium(s) and
explains key features, which can
be interpreted by others;
presents the chosen design and
outlines the main reasons for 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 states a few success
criteria for the solution;
presents more than one design
idea, using an appropriate
medium(s) or labels key
features, which can be
interpreted by others; states the
key features of the chosen
design and creates a planning
drawing/diagram or lists
requirements for the creation of
the chosen solution.
The student constructs a
list of the success criteria
for the design of a
solution; presents a few
feasible design ideas,
using an appropriate
medium(s) or explains key
features, which can be
interpreted by others;
outlines the main reasons
for choosing the design
with reference to the
design specification and
creates planning
drawings/diagrams or lists
requirements for the
chosen solution
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:CreatingtheSolutionvi
The student outlines a plan,
which considers the use of
resources and time, 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
lists the changes made to the
chosen design and plan when
making the solution.
The student constructs a logical
plan, which outlines 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
explains changes made to the
chosen design and plan when
making the solution
The student lists the steps in a
plan, which considers time and
resources, resulting in peers
being able to follow the plan to
create the solution;
demonstrates competent
technical skills when making the
solution; creates the solution,
which functions as intended and
is presented appropriately and
states one change made to the
chosen design and plan when
making the solution
The student constructs a 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 outlines
changes made to the chosen
design and plan when making the
solution.
The student lists the main steps
in a plan that contains some
details, resulting in peers having
difficulty following the plan to
create the solution;
demonstrates satisfactory
technical skills when making the
solution; creates the solution,
which partially functions and is
adequately presented and states
one change made to the chosen
design or plan when making the
solution.
The student outlines each
step in a plan that
contains some details,
resulting in peers having
difficulty following the
plan to create the
solution; 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 or plan
when making the solution.
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:Evaluatingvii
The student outlines simple,
relevant testing methods,
which generate data, to
measure the success of the
solution, outlines the success
of the solution against the
design specification based on
authentic product testing,
outlines how the solution
could be improved and
outlines the impact of the
solution on the client/target
audience.
The student describes detailed
and relevant testing methods,
which generate accurate data,
to measure the success of the
solution; explains the success of
the solution against the design
specification based on authentic
product testing; describes how
the solution could be improved
and describes the impact of the
solution on the client/target
audience
The student defines relevant
testing methods, which
generate data, to measure the
success of the solution, states
the success of the solution
against the design specification
based on relevant product
testing, outlines one way in
which the solution could be
improved and outlines the
impact of the solution on the
client/target audience, with
guidance.
The student describes relevant
testing methods, which generate
data, to measure the success of
the solution; describes the
success of the solution against the
design specification based on
relevant product testing; outlines
how the solution could be
improved and describes the
impact of the solution on the
client/target audience, with
guidance.
The student defines a relevant
testing method, which generates
data, to measure the success of
the solution; states the success
of the solution against the
design specification based on
the results of one relevant test;
states one way in which the
solution could be improved and
states one way in which the
solution can impact the
client/target audience.
The student describes 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;
lists the ways in which 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 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 B
Grade
Crit D
Grade
Level 1 project
Level 2 project
Created from 2014 IB MYP Design Guide; Angela DeHart, 1/2017,
Crit A
Grade
Crit C
Grade

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 thechoiceof 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 1 (6-8th
grade) student projects: 1) Emphasis placed on individual strands of the objectives. 2) Students explore contrived, teacher-led design challenges set in familiar contexts. 3) Students design for themselves. 4) Students focus on skill development
through focused tasks. 5) Students are guided through units using structured templates. 6) Teacher as leader and trainer.
ii
Attributes of Level 2 (6-8th
grade) student projects: 1) Emphasis placed on addressing individual objectives 2) Students explore identified, real life problems set in familiar and unfamiliar contexts. 3) Students design products for familiar groups of people. 4) Students focus on
advanced skill development through projects and short, focused tasks. 5) Students can manage their own work organizing their time and folio appropriately 6) Teacher as guide and advisor.

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 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 facilit ies 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.
vi 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 differenta ngles,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 initialinstruction.
vii 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.
MYP Program Level Attributes
Level 1 (Yr1-6-7th
Grade) Level 2 (Yr1-7-8th
Grade) Level 3 (Yr1-7-9th
Grade) Diploma Program (DP)
Emphasis Emphasis placed on individual strands of the
objectives.
Emphasis placed on addressing individual
objectives
The objectives are fully addressed. 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.
Source of Challenge Students explore contrived, teacher-led design
challenges set in familiar contexts.
Students explore identified, real life problems set
in familiar and unfamiliar contexts.
Students independently explore complex real-life
problems set in unfamiliar contexts.
Source of Design
Students design for themselves.
Students design products for familiar groups of
people.
Students design products for a client or an
identified target audience.
Skill Development
Students focus on skill development through
focused tasks.
Students focus on advanced skill development
through projects and short, focused tasks.
Students utilize a wide range of skills, developed
through the previous years and apply them to a
wide range of design situations.
Guidance Students are guided through units using
structured templates.
Students can manage their own work organizing
their time and folio appropriately
Students independently manage their own work.
Teacher Role Teacher as leader and trainer. Teacher as guide and advisor. Teacher as facilitator.