Time 4 Design

Criterion C MYP 3 Marking Criteria and Rubric

Criterion C: Rubric

MYP3 Criterion C: - Creating the Solution

Grade Maximum: 8

At the end of year 3, students should be able to:

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; present the solution as a whole

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

Notes for criterion C

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 be determined using the following two factors:

The complexity of skill demonstrated
The level of guidance needed from the teacher to complete the task

The teacher should determine an age-appropriate level of technical skill demonstrated by the student using a “best-fit” approach. A clarification is detailed below:

Minimal technical skills: Simple skills are demonstrated and the student requires a great deal of assistance after they have received initial instruction on how to use tools.
Satisfactory technical skills: Simple and complex skills are demonstrated and the student requires some assistance after they have received initial instruction on how to use complex tools.
Competent technical skills: Complex skills are demonstrated and the student generally works independently, requiring some guidance after initial instruction.
Excellent technical skills: Wide ranges of complex skills are demonstrated and the student works independently, requiring minimal guidance after initial instruction.

Strand (i)

In objective C, the role of the student switches from designer to prototype-developer or manufacturer. Objective C focuses on the realisation or creation of a solution to a problem.

One of the most difficult aspects of design is to take an idea from paper and create a product that someone can interact with: a solution to a problem.

In objective B, students developed planning drawings and/or diagrams to clearly depict what they are making. In strand (i) of objective C, students detail how they will make their solution.

By constructing a logical plan that details the steps required to make a solution, students will demonstrate their knowledge and understanding about how solutions can be made. See IBO Design Support Guide

Mark Band

7-8

i) Construct a logical plan, which describes the efficient use of time and resources, sufficient for peers to be able to follow the plan to create the solution

What Does This Look Like in Students’ Work?

The student has constructed a clear logical plan that outlines all the relevant steps involved in the creation of their final product with regards to tasks to complete, time and date of each task, resources/tools they will need, and quality control measures.

The plan is presented in a clear, easily understandable, logical manner, which could be followed by their peers with little to no need for clarification.

i) Constructs a logical plan, which outlinesthe efficient use of time and resources, sufficient for peers to be able to follow to create the solution

Strand (ii)

When determining the complexity of skill demonstrated by a student, a number of indicators can be considered.

Accuracy of the solution: Have all parts been made as detailed in the plan? Have all parts been made accurately?
Final aesthetic quality of the solution: Has the student given appropriate attention to detail, considering the final overall look and feel of the solution?
Assembly of the solution: Do all components fit together or combine as detailed in the plan?

When determining the level of guidance and support needed, teachers should consider that students:

Can be given initial guidance and demonstrations by the teacher
Can practise the processes as required
Must work independently when making the solution, if they are to achieve the higher levels
Should demonstrate safe working practices

For digital design, the level of technical skill demonstrated can be shown through the functionality of the assembled solution.

For product design, the level of technical skill demonstrated can usually be shown through the functionality and the final finish of the assembled solution.

Mark Band

7-8

ii) Demonstrate excellent technical skills when making the solution

What Does This Look Like in Students’ Work?

A wide range of complex skills is demonstrated and the student works independently, requiring minimal guidance after initial instruction.

ii) Demonstrates excellent technical skills when making the solution

Strand (iii)

Students demonstrate that the planning process was sufficiently thorough if the final product matches the planning drawing and no changes were made to the plan, in whatever form it was presented. If the drawings/diagrams and the plan match what has been made, then students have followed the plan.

If a student does not follow the plan, it will usually result in the solution not fully meeting the specification and/or matching the design detailed in the drawings/diagrams.

Mark Band

7-8

iii) Follow the plan to make the solution which functions as intended

What Does This Look Like in Students’ Work?

The student follows the plan and completes their final product.

The final product function as intended, is aesthetically pleasing, and shows obvious attention to detail in the products presentation either electronically or through visual evidence of the solution from different angles. Refer to (process journal)

iii) Follows the plan to create the solution which functions as intended and is presented appropriately

Strand (iv)

Changes to your solution while creating

As students implement their plans, they will often come to a point where they will have to modify the plan or the design. They need to ensure that they detail and justify any changes that they make during the creation process.

If students do not make any changes to their product or plan, this strand does not have to be addressed with evidence. In this case, clearly state that there were no changes made (so that it does not look like this requirement was forgotten). However, if any changes are made, students must address this strand.

Mark Band

7-8

iv) Fully justify changes made to the chosen design and plan when making the solution

What Does This Look Like in Students’ Work?

Student has clearly explained of all changes that occurred in their final product when compared to their final design and their plan. These changes are clearly described and reasons/causes are given for why these changes occurred.

Through clear evidence demonstrated by the student (process journal) during the manufacturing process there were no changes to the plan and design and has stated this.

iv) Explains changes made to the chosen design and plan when making the solution

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