Design Folder Checklist

Posted


INVESTIGATE

  • Introduction: I have written a brief paragraph, introducing the project.

  • Problem: I have re-written it in my own words, and I understand it.

  • AOI: I have written how and why solving this problem is relevant to the A.O.I.’s?

  • Virtual Cork Board: I have researched similar solutions / designs.

  • Mind Map: I have brainstormed, with a mind map, many different possible solutions to the problem.

  • I have written down and discussed appropriate questions (at least 4) that will guide my investigation.

  • Bibliography: I have properly maintained a bibliography cite appropriately.

  • Design Brief: I have written a design brief, explaining what I am going to do to solve the problem.

  • Design Specifications: I have written down design specifications which my product/solution must meet and a test to determine if they were met.

 


DESIGN
  • I have included a variety of designs.
  • I have explained all parts of my design/ solution .
  • For explaining my designs, I have used many techniques like story boards, sketches, labelled diagrams with explanations etc
  • I have evaluated each design critically against the design specification (questionnaire might be the easiest)
    I have justified the selection of a particular design.
  • I have evaluated my performance in the design stage of the project.

PLAN
  • I have included a time line with Gantt chart ( Gantt chart should show planning and scheduling tasks over time )
  • I have included a step by step plan ( How the project will be carried out )
  • I have included evidence for my planning about material/tools and resources usage.
  • I have tried to answer the following questions:
    • Was the plan detailed enough and why?
    • Could it be followed by someone else and why?
    • Have I used all the resources available to me?
  • I have critically evaluated my time plan.
  • I have justified any modifications that seem necessary at this stage to my original design.

CREATE
Make the product and show evidence of the following
  • I have made dated journal entries in my process journal.
  • I have explained the tools and techniques used in the process of creation.
  • I have included evidence in the creation phase that I have followed my time plan.
  • I have justified any changes I made to my plan during the creation phase.
  • I have included screen shots and other photographic evidences of the key phases of creation.
  • I have made notes regarding any changes I made eg added a step, changed the order, changed the technique, used another resource, didn't need a resource, didn't finish what was planned etc..
  • I have kept notes in my process journal about how well I worked, problems encountered, and use of time - to be used in the evaluation.

EVALUATE
  • I have included the feedback received from my testers /user in proper format.
  • I have analyzed the results of questionnaires if any used for testing my product / solution.
  • I have included a detailed evaluation of my own performance at each stage of the design cycle by discussing the strengths and weaknesses of each stage. I have included my observations on how each stage could have been improved.
  • I have compared my predicted time plan with the actual and gave reasons for the changes
  • I have included a discussion on the impact of my product on me, others and/or the environment.

ATTITUDES IN TECHNOLOGY
  • I have displayed enthusiasm, motivation and initiative in completing this project
  • I have worked well both in class and outside the class
  • I have met all the deadlines

MYP Official Assessment Guide

Posted

Criterion A: Investigate

Maximum: 6
Investigation is an essential stage in the design cycle. Students are expected to identify the problem, develop a design brief and formulate a design specification. Students are expected to acknowledge the sources of information and document these appropriately.

Achievement level

Level descriptor

0

The student does not reach a standard described by any of the descriptors given below.

1-2

The student states the problem. The student investigates the problem, collecting information from sources. The student lists some specifications.

3-4

The student describes the problem, mentioning its relevance. The student investigates the problem, selecting and analyzing information from some acknowledged sources. The student describes a test to evaluate the product/solution against the design specification.

5-6

The student explains the problem, discussing its relevance. The student critically investigates the problem, evaluating information from a broad range of appropriate, acknowledged sources. The student describes detailed methods for appropriate testing to evaluate the product/solution against the design specification.


Notes

  • Design brief: The student’s response to the challenge, showing how they intend to solve the problem they have been presented with. This will guide their investigation as they work to develop a more detailed design specification.
  • Design specification: A detailed description of the conditions, requirements and restrictions with which a design must comply. This is a precise and accurate list of facts such as conditions, dimensions, materials, process and methods that are important for the designer and for the user. All appropriate solutions will need to comply with the design specification.

 

 

Criterion B: Design

Maximum: 6

Students are expected to generate several feasible designs that meet the design specification and to evaluate these against the design specification.

Students are then expected to select one design, justify their choice and evaluate this in detail against the design specification.

 

Achievement level

Level descriptor

0

The student does not reach a standard described by any of the descriptors given below.

1-2

The student generates one design, and makes some attempt to justify this against the design specification.

3-4

The student generates a few designs, justifying the choice of one design and fully evaluating this against the design specification.

5-6

The student generates a range of feasible designs, each evaluated against the design specification. The student justifies the chosen design and evaluates it fully and critically against the design specification.


 

 

Criterion C: Plan

Maximum: 6
Students are expected to construct a plan to create their chosen product/solution that has a series of logical steps, and that makes effective use of resources and time.

Students are expected to evaluate the plan and justify any modifications to the design.

 

Achievement level

Level descriptor

0

The student does not reach a standard described by any of the descriptors given below.

1-2

The student produces a plan that contains some details of the steps and/or the resources required.

3-4

The student produces a plan that contains a number of logical steps that include resources and time. The student makes some attempt to evaluate the plan.

5-6

The student produces a plan that contains a number of detailed, logical steps that describe the use of resources and time. The student critically evaluates the plan and justifies any modifications to the design.


 

 

Criterion D: Create

Maximum: 6

Students are expected to document, with a series of photographs or a video and a dated record, the process of making their product/solution, including when and how they use tools, materials and techniques.  Students are expected to follow their plan, to evaluate the plan and to justify any changes they make to the plan while they are creating the product/solution.

Students will sometimes embark upon a very ambitious project, or they may encounter unforeseen circumstances. In some circumstances a product/solution that is incomplete or does not function fully can still achieve one of the levels awarded for this criterion.

 

Achievement level

Level descriptor

0

The student does not reach a standard described by any of the descriptors given below.

1-2

The student considers the plan and creates at least part of a product/solution.

3-4

The student uses appropriate techniques and equipment. The student follows the plan and mentions any modifications made, resulting in a product/solution of good quality.

5-6

The student competently uses appropriate techniques and equipment. The student follows the plan and justifies any modifications made, resulting in a product/solution of appropriate quality using the resources available.

 

Notes

  • Appropriate quality: This is the best product/solution that the student can produce, taking into account the resources available, the skills and techniques they have used, their educational
    development, how the product/solution addresses the identified need, and aspects of safety and ergonomics.

 

 

Criterion E: Evaluate


Maximum: 6

Students are expected to evaluate the product/solution against the design specification in an objective manner based on testing, and to evaluate its impact on life, society and/or the environment. They are expected to explain how the product/solution could be improved as a result of these evaluations.

Students are expected to evaluate their own performance at each stage of the design cycle and to suggest ways in which their performance could be improved.

 

Achievement level

Level descriptor

0

The student does not reach a standard described by any of the descriptors given below.

1-2

The student evaluates the product/solution or his or her own performance. The student makes some attempt to test the product/solution.

3-4

The student evaluates the product/solution and his or her own performance and suggests ways in which these could be improved. The student tests the product/solution to evaluate it against the design specification.

5-6

The student evaluates the success of the product/solution in an objective manner based on the results of testing, and the views of the intended users. The student provides an evaluation of his or her own performance at each stage of the design cycle and suggests improvements. The student provides an appropriate evaluation of the impact of the product/solution on life, society and/or the environment.

 

Notes

  • Product testing: A stage in the design process where versions of products (for example, prototypes) are tested against the need, applied to the context and presented to the end‑user or target audience.

 

 

Criterion F: Attitudes in technology

Maximum: 6

This criterion refers to students’ attitudes when working in technology. It focuses on an overall assessment of two aspects:

  • personal engagement (motivation, independence, general positive attitude)
  • attitudes towards safety, cooperation and respect for others.

By their very nature these qualities are difficult to quantify and assess, and assessment should therefore take
into account the context in which the unit of work was undertaken.

 

Achievement level

Level descriptor

0

The student does not reach a standard described by any of the descriptors given below.

1-2

The student occasionally displays a satisfactory standard in one of the aspects listed above.

3-4

The student frequently displays a satisfactory standard in both of the aspects listed above.

5-6

The student consistently displays a satisfactory standard in both of the aspects listed above.