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Computer Design assessment level Inquiry and analysis Criterion A Level: 6 Product Design assessment level Level: 6 Describe your strengths Describes your weaknesses

I can research really well-once I have found the website I am really good at note-taking so I have many things to refer to I can think of many things that I need and dont need I am able to think of specifications to keep me on track I am able to put my work together, I think that it is fairly easy Whenever I write, I write whats on my mind so it comes out really easily

It is clear in my head but sometimes it is not possible to do I get really confused when I first start things Its hard for me to find good websites Sometimes I get mislead when I brainstorm and write un-necessary things To think of ideas I have to have an idea (but sometimes I just use that) Sometimes I add things that are not needed and I go out of my plan

Developing ideas Criterion B

Level: 7

Level: 6

Creating the solution Criterion C

Level: 7

Level: 8

Evaluate Criterion D

Level: 7

Level: 8

Sometimes I write too much Sometimes I write something more than once without noticing Sometimes I write things

that are not important (without thinking) because I think it should be longer IB learner profile No level No level thinkers communicators principled open-minded caring risk-takers balanced Critical Thinking Creativity and Innovation Transfer Collaborating Interacting Literacy Organization Affective Skills Critical Literacy Information and media literacy knowledgeable Inquirers reflective

ATL skills

No level

No level

Reflection Organization (it is in both strengths and weaknesses)

TARGETS
Food design

Inquiry and analysis

Developing ideas

Creating the solution

Evaluate

Target Level: 7

Target Level: 7

Target Level: 7

Target Level: 7

How can I achieve this level?

Try to think of ideas that can be easily done in the time that I have. I should plan really well before I start.

Think outside the box first, just random ideas. Once you have done that, cut it down more to fit the specifications that you need to meet.

Try to stay to the plan that you have made. This will be easier because you have spent quite some time on your plan and you have edited your plan already

Try to keep you reflections simple and easy to read. Edit it a couple of times so you know that it is ready to be a good and interesting reflection.

The rubrics are below for each criterion

Criterion A: Inquiring and analysing

0 1-2

3-4

The student does not reach a standard described by any of the descriptors below states the need for a solution to a problem for themselves states the main findings from a few sources outlines the need for a solution to a problem for themselves states some points of research needed to develop a solution with some guidance states the main features of one existing product that inspires a solution to the problem outlines the main findings from a range of sources, cited incompletely explains the need for a solution to a problem for themselves states and prioritizes the main points of research needed to develop a solution to the problem with some guidance outlines the main features of one existing product that inspires a solution to the problem outlines the main findings from a range of sources, cited appropriately explains and justifies the need for a solution to a problem for themselves states and prioritizes the main points of research needed to develop a solution to the problem with minimal guidance describes the main features of one existing product that inspires a solution to the problem presents the main findings from a range of sources, cited appropriately

5-6

7-8

Design assessment criteria:

Criterion B: Developing ideas

0 1-2

3-4

5-6

7-8

The student does not reach a standard described by any of the descriptors below states one basic success criteria for a solution presents one design idea which can be interpreted by others creates an incomplete planning drawing/diagram states a few success criteria for the solution presents more than one design idea using an appropriate medium(s) or labels key features which can be interpreted by others states the key features of the chosen solution creates a planning drawing/diagram or lists requirements for the creation of the chosen solution states a few success criteria for the solution presents a few feasible design ideas using an appropriate medium(s) and labels key features which can be interpreted by others presents the chosen design stating the key features creates a planning drawing/diagram and lists the main details for the creation of the chosen solution develops a list of success criteria for the solution presents feasible design ideas using an appropriate medium(s) and outlines the key features, and which can be correctly interpreted by others presents the chosen design describing the key features creates a planning drawing/diagram which outlines the main details for making the chosen solution

Design assessment criteria:

Criterion C: Creating the solution

0 1-2

The student does not reach a standard described by any of the descriptors below demonstrates minimal technical skills when making the solution makes the solution which functions poorly and is presented in an incomplete form

 3-4 7-8

5-6

lists the main steps in a plan that contains some details, resulting in peers having difficulty following the plan to create the solution demonstrates satisfactory technical skills when making the solution makes the solution which partially functions and is adequately presented states one change made to the final design or plan when making the solution lists the steps in a plan, which considers time and resources, resulting in peers being able to follow the plan to create the solution demonstrates competent technical skills when making the solution makes the solution which functions as intended and is presented appropriately states one change made to the chosen design and plan when making the solution outlines a plan, which considers the use of resources and time, sufficient for peers to be able to follow the plan to create the solution demonstrates excellent technical skills when making the solution follows the plan to make the solution which functions as intended and is presented appropriately lists the changes made to the chosen design and the plan when making the solution

Design assessment criteria:

Criterion D: Evaluating
Level Descriptor

0 1-2

3-4

The student does not reach a standard described by any of the descriptors below defines a testing method, which is used to measure the success of the solution states the success of the solution defines a relevant testing method, which generates data, to measure the success of the solution states the success of the solution against the requirements of the design specification based on the results of one relevant test states one way in which the solution could be improved states one way in which the solution can impact the client/target market.

 5-6 7-8

defines relevant testing methods, which generate data, to measure the success of the solution states the success of the solution against the requirements of the design specification based on relevant product testing outlines one way in which the solution could be improved outlines the impact of the solution on the client/target market, with guidance outlines simple, relevant testing methods, which generate data, to measure the success of the solution outlines the success of the solution against the requirements of the design specification based on authentic product testing outlines how the solution could be improved (defines relevant tests)-performs a test - analyses outlines the impact of the solution on the client/target market

IB LEARNER PROFILE inquirers knowledgeable thinkers communicators principled open-minded caring risk-takers balanced reflective.

ATL SKILLS

Thinking Skills

Critical Thinking Creativity and Innovation

The skill of analysing text, ideas and issues The skills of exercising initiative to consider challenges and ideas in new and adapted ways

Reflection

The skill of considering and reconsidering what is learned and experienced in order to support personal development through metacognition The skill of learning by making connections and applying skills, knowledge and understanding to new situations The skill of working cooperatively with others The skill of effectively exchanging thoughts, messages and information The skill of reading, writing and using language to communicate information appropriately, and write in a range of contexts The skill of effectively using time, resources and information The skills of managing our emotions through cultivating a focussed mind The skill of interpreting and making informed judgements as users of information and media, as well as being a skilful creator and producer of information and media messages The skill of evaluating, questioning and challenging the attitudes, values and beliefs in written, visual and spoken and multimedia tasks

Transfer Social Skills Communication Skills Collaborating Interacting Literacy

Selfmanagement skills Research

Organization Affective Skills Information and media literacy

Critical literacy