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The following assessment criteria have been established
by the IB for all courses in the Middle Years Programme
(MYP). All IB students will be assessed using the Quebec
Education Plan (QEP) as well as the MYP criteria. At the
end of the academic year, IB students will receive a
report card based on the subject specific criteria which
are outlined on the Assessment pages.
Technology Assessment
Criteria
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All final assessment in the final
year of the MYP must be based on the following criteria
even if schools are not registering students for IB
validated grades and certification.
For each assessment criterion,
a number of band descriptors are defined. These describe a range of
achievement levels with the lowest represented as 0.
The criteria are equally weighted.
The descriptors concentrate on positive achievement, although
failure to achieve may be included in the description for the lower
levels.
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.
|
Level of
Achievement |
Descriptor |
|
0 |
The student
does not reach a standard described by any of
the descriptors 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
analysing 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. |
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.
|
Level of
Achievement |
Descriptor |
|
0 |
The student
does not reach a standard described by any of
the descriptors 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.
|
Level of
Achievement |
Descriptor |
|
0 |
The student
does not reach a standard described by any of
the descriptors 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.
|
Level of
Achievement |
Descriptor |
|
0 |
The student
does not reach a standard described by any of
the descriptors 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. |
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.
|
Level of
Achievement |
Descriptor |
|
0 |
The student
does not reach a standard described by any of
the descriptors 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. |
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.
|
Level of
Achievement |
Descriptor |
|
0 |
The student
does not reach a standard described by any of
the descriptors 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. |
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