Criteria

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The following assessment criteria have been established by the IBO for Technology in the MYP. The final assessment required for IBO-validated grades and certification at the end of the MYP must be based on these assessment criteria.Criterion Marking Scale

Percentages Scale

(*) according to Parent/Student Handbook where lowest grade is 50%.

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 descriptors concentrate on positive achievement, although failure to achieve may be included in the

description for the lower levels. Detailed descriptions of the assessment criteria and band descriptors follow.

The Technology Objectives for years 8 - 11 of the MYP Programme (Grades 7 - 10 ) are already in place in the

Technology Guide. This set of prescribed objectives forms the basis for the assessment criteria which

must be used for the assessment of students' work.

Criterion A: Investigation

Criterion B: Design

Criterion C: Plan

Criterion D: Create

Criterion D: Evaluate

Criterion F: Attitudes in Technology

Based on the Technology teacher support material - Example interim objectives, we have developed Interim

Objectives for years 2-4 (Grades 7 - 9) of the MYP program.

They have been developed to:

promote articulation between the MYP and PYP
support individual schools in develop a coherent curriculum across the five years of the programme
emphasize the need to introduce students to required knowledge, understanding, skills and attitudes
from the first year of the program

Unlike the objectives for years 5 (Grade 10), interim objectives for years 1-4 are not prescribed, although IB recommends that

all schools use them. Schools can adopt the interim objectives defined by IB or develop their own. While developing our own

at SDIS we followed IB's guidelines and started with the prescribed objectives for year 5 (Grade 10) and modify each one by

taking into account the age, prior knowledge and stage of development of students in an earlier year of the program.

No objectives should be omitted from an earlier year as it is vital to ensure coherent progression of learning across all five

years of the program.

*Most European countries dependent on order value.

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