Note! The IB subject specific assessment criteria are used during the MYP studies as one means of varied ways of assessment, because they give the student more detailed feedback on the learning and skills. Yet, the final assessment is based on the descriptions given in the Finnish national core curriculum.

9th grade | MYP 5 assessment criteria (Crafts, Home Economics, ICT)

Criterion A: Inquiring and analysing

Maximum: 8

At the end of year 5, students should be able to:

i. explain and justify the need for a solution to a problem for a specified client/target audience

ii. identify and prioritize primary and secondary research needed to develop a solution to the problem

iii. analyse a range of existing products that inspire a solution to the problem

iv. develop a detailed design brief, which summarizes the analysis of relevant research.

Achievement level and level descriptor

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

1–2

The student:

i. states the need for a solution to a problem for a specified client/target audience

ii. develops a basic design brief, which states the findings of relevant research.

3–4

The student:

i. outlines the need for a solution to a problem for a specified client/target audience

ii. outlines a research plan, which identifies primary and secondary research needed to develop a solution to the problem, with some

guidance

iii. analyses one existing product that inspires a solution to the problem

iv. develops a design brief, which outlines the analysis of relevant research.

5–6

The student:

i. explains the need for a solution to a problem for a specified client/target audience

ii. constructs a research plan, which identifies and prioritizes primary and secondary research needed to develop a solution to the problem,

with some guidance

iii. analyses a range of existing products that inspire a solution to the problem

iv. develops a design brief, which explains the analysis of relevant research.

7–8

The student:

i. explains and justifies the need for a solution to a problem for a client/target audience

ii. constructs a detailed research plan, which identifies and prioritizes the primary and secondary research needed to develop a solution to

the problem independently

iii. analyses a range of existing products that inspire a solution to the problem in detail

iv. develops a detailed design brief, which summarizes the analysis of relevant research.

Criterion B: Developing ideas

Maximum: 8

At the end of year 5, students should be able to:

i. develop design specifications, 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.

Achievement level and level descriptor

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

1–2

The student:

i. lists some basic design specifications for the design of a solution

ii. presents one design, which can be interpreted by others

iii. creates incomplete planning drawings/diagrams.

3–4

The student:

i. lists some design specifications, which relate to the success criteria for the design of a solution

ii. presents a few feasible designs, using an appropriate medium(s) or annotation, which can be interpreted by others

iii. justifies the selection of the chosen design with reference to the design specification

iv. creates planning drawings/diagrams or lists requirements for the creation of the chosen solution.

5–6

The student:

i. develops design specifications, which outline the success criteria for the design of a solution

ii. develops a range of feasible design ideas, using an appropriate medium(s) and annotation, which can be interpreted by others

iii. presents the chosen design and justifies its selection with reference to the design specification

iv. develops accurate planning drawings/diagrams and lists requirements for the creation of the chosen solution.

7–8

The student:

i. develops detailed design specifications, which explain the success criteria for the design of a solution based on the analysis of the research

ii. develops a range of feasible design ideas, using an appropriate medium(s) and detailed annotation, which can be correctly interpreted

by others

iii. presents the chosen design and justifies fully and critically its selection with detailed reference to the design specification

iv. develops accurate and detailed planning drawings/diagrams and outlines requirements for the creation of the chosen solution.

Criterion C: Creating the solution

Maximum: 8

At the end of year 5, students should be able to:

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.

Achievement level and level descriptor

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

1–2

The student:

i. demonstrates minimal technical skills when making the solution

ii. creates the solution, which functions poorly and is presented in an incomplete form.

3–4

The student:

i. constructs a plan that contains some production details, resulting in peers having difficulty following the plan

ii. demonstrates satisfactory technical skills when making the solution

iii. creates the solution, which partially functions and is adequately presented

iv. outlines changes made to the chosen design and plan when making the solution.

5–6

The student:

i. constructs a logical plan, which considers time and resources, sufficient for peers to be able to follow to create the solution

ii. demonstrates competent technical skills when making the solution

iii. creates the solution, which functions as intended and is presented appropriately

iv. describes changes made to the chosen design and plan when making the solution.

7–8

The student:

i. 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

ii. demonstrates excellent technical skills when making the solution.

iii. follows the plan to create the solution, which functions as intended and is presented appropriately

iv. fully justifies changes made to the chosen design and plan when making the solution.

Criterion D: Evaluating

Maximum: 8

At the end of year 5, students should be able to:

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.

Achievement level and level descriptor

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

1–2

The student:

i. designs a testing method, which is used to measure the success of the solution

ii. states the success of the solution.

3–4

The student:

i. designs a relevant testing method, which generates data, to measure the success of the solution

ii. outlines the success of the solution against the design specification based on relevant product testing

iii. outlines how the solution could be improved

iv. outlines the impact of the solution on the client/target audience.

5–6

The student:

i. designs relevant testing methods, which generate data, to measure the success of the solution

ii. explains the success of the solution against the design specification based on relevant product testing

iii. describes how the solution could be improved

iv. explains the impact of the solution on the client/target audience, with guidance.

7–8

The student:

i. designs detailed and relevant testing methods, which generate data, to measure the success of the solution

ii. critically evaluates the success of the solution against the design specification based on authentic product testing

iii. explains how the solution could be improved

iv. explains the impact of the product on the client/target audience.