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Digital Design assessment level Inquiry and analysis Level: 6 Product Design assessment level Level: 7 Describe your strengths Describes your weaknesses

In digital design, it was detailed, and contained lots of information.

I wasnt able to follow all the rubric correctly, missing some important parts and requirements. I also wrote some parts which werent necessary I wasnt able to show the technical aspects needed in the game, making the creation stage more challenging and confusing

Developing ideas

Level: 7

Level: 8

I was able to create a good set of brainstormed plans, and a detailed final storyboard which the group can follow The table of changes from the final plan was good, (I showed which parts we needed to improve) and created a functional and effective game. I was able to reflect on my strengths and weaknesses very well and wrote the improvements I needed.

Creating the solution

Level: 7

Level: 7

We did not fully follow our own specifications, and missed some of it. We also did not focus enough

Evaluate

Level: N/A

Level: 7

N/A

IB learner profile

No level

No level

Open minded: I was open to new skills and techniques needed to create the final product. I was also ready to cope with new challenges Risk Taker: I took risks in I.T through adding more features in the game which we werent sure we could create or would turn out successfully

ATL skills

No level Inquiry and analysis

No level Developing ideas Creating the solution Evaluate

TARGETS
Food design How can I achieve this level?

Target Level: 7->8 I should follow and read each of the criteria more carefully

Target Level: 8 I should research and compare my plans to real life products

Target Level:7->8 We should focus more on creating a detailed plan that is easy to follow, and practice and research skills in cooking to create a better final product

Target Level: 7->8 We should perform a more wide range of audience for a survey to receive the most accurate results to know how to specifically improve our product next time

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

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

 5-6 7-8

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

3-4

5-6

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 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

 7-8

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

5-6

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. 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

7-8

IB LEARNER PROFILE

ATL SKILLS

inquirers knowledgeable thinkers communicators principled open-minded caring risk-takers balanced reflective.
Critical Thinking Creativity and Innovation Reflection
The skill of analysing text, ideas and issues The skills of exercising initiative to consider challenges and ideas in new and adapted ways The skill of considering and reconsidering what is learned and experienced in order to support personal development through metacognition

Thinking Skills

Transfer Social Skills Communication Skills Collaborating Interacting Literacy

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

Selfmanagement skills Research

Organization Affective Skills Information and media literacy

Critical literacy