MYP Technology Criteria

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 A	Investigate	Maximum 6
Criterion B	Design	Maximum 6
Criterion C	Plan	Maximum 6
Criterion D	Create	Maximum 6
Criterion E	Evaluate	Maximum 6
Criterion F	Attitudes in technology	Maximum 6

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 criteria are equally weighted.

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.

Criterion A: investigate

Maximum 6

Investigation is an essential stage in the design cycle. Students are expected to identify the problem, develop a design brief and formulate a design specification. Students are expected to acknowledge the sources of information and document these appropriately.

Achievement level	Descriptor
0	The student does not reach a standard described by any of the descriptors given below.
1–2	The student states the problem. The student investigates the problem, collecting information from sources. The student lists some specifications.
3–4	The student describes the problem, mentioning its relevance. The student investigates the problem, selecting and analysing information from some acknowledged sources. The student describes a test to evaluate the product/solution against the design specification.
5–6	The student explains the problem, discussing its relevance. The student critically investigates the problem, evaluating information from a broad range of appropriate, acknowledged sources. The student describes detailed methods for appropriate testing to evaluate the product/solution against the design specification.

Design brief: The student’s response to the challenge, showing how they intend to solve the problem they have been presented with. This will guide their investigation as they work to develop a more detailed design specification.

Design specification: A detailed description of the conditions, requirements and restrictions with which a design must comply. This is a precise and accurate list of facts such as conditions, dimensions, materials, process and methods that are important for the designer and for the user. All appropriate solutions will need to comply with the design specification.

Criterion B: design

Maximum 6

Students are expected to generate several feasible designs that meet the design specification and to evaluate these against the design specification.

Students are then expected to select one design, justify their choice and evaluate this in detail against the design specification.

Achievement level	Descriptor
0	The student does not reach a standard described by any of the descriptors given below.
1–2	The student generates one design, and makes some attempt to justify this against the design specification.
3–4	The student generates a few designs, justifying the choice of one design and fully evaluating this against the design specification.
5–6	The student generates a range of feasible designs, each evaluated against the design specification. The student justifies the chosen design and evaluates it fully and critically against the design specification.

Criterion C: plan

Maximum 6

Students are expected to construct a plan to create their chosen product/solution that has a series of logical steps, and that makes effective use of resources and time.

Students are expected to evaluate the plan and justify any modifications to the design.

Achievement level	Descriptor
0	The student does not reach a standard described by any of the descriptors given below.
1–2	The student produces a plan that contains some details of the steps and/or the resources required.
3–4	The student produces a plan that contains a number of logical steps that include resources and time. The student makes some attempt to evaluate the plan.
5–6	The student produces a plan that contains a number of detailed, logical steps that describe the use of resources and time. The student critically evaluates the plan and justifies any modifications to the design.

Criterion D: create

Maximum 6

Students are expected to document, with a series of photographs or a video and a dated record, the process of making their product/solution, including when and how they use tools, materials and techniques. Students are expected to follow their plan, to evaluate the plan and to justify any changes they make to the plan while they are creating the product/solution.

Students will sometimes embark upon a very ambitious project, or they may encounter unforeseen circumstances. In some circumstances a product/solution that is incomplete or does not function fully can still achieve one of the levels awarded for this criterion.

Achievement level	Descriptor
0	The student does not reach a standard described by any of the descriptors given below.
1–2	The student considers the plan and creates at least part of a product/solution.
3–4	The student uses appropriate techniques and equipment. The student follows the plan and mentions any modifications made, resulting in a product/solution of good quality.
5–6	The student competently uses appropriate techniques and equipment. The student follows the plan and justifies any modifications made, resulting in a product/solution of appropriate quality using the resources available.

Appropriate quality: This is the best product/solution that the student can produce, taking into account the resources available, the skills and techniques they have used, their educational development, how the product/solution addresses the identified need, and aspects of safety and ergonomics.

Criterion E: evaluate

Maximum 6

Students are expected to evaluate the product/solution against the design specification in an objective manner based on testing, and to evaluate its impact on life, society and/or the environment. They are expected to explain how the product/solution could be improved as a result of these evaluations.

Students are expected to evaluate their own performance at each stage of the design cycle and to suggest ways in which their performance could be improved.

Achievement level	Descriptor
0	The student does not reach a standard described by any of the descriptors given below.
1–2	The student evaluates the product/solution or his or her own performance. The student makes some attempt to test the product/solution.
3–4	The student evaluates the product/solution and his or her own performance and suggests ways in which these could be improved. The student tests the product/solution to evaluate it against the design specification.
5–6	The student evaluates the success of the product/solution in an objective manner based on the results of testing, and the views of the intended users. The student provides an evaluation of his or her own performance at each stage of the design cycle and suggests improvements. The student provides an appropriate evaluation of the impact of the product/solution on life, society and/or the environment.

Product testing: A stage in the design process where versions of products (for example, prototypes) are tested against the need, applied to the context and presented to the end-user or target audience.

Criterion F: attitudes in technology

Maximum 6

This criterion refers to students’ attitudes when working in technology. It focuses on an overall assessment of two aspects:

· personal engagement (motivation, independence, general positive attitude)

· attitudes towards safety, cooperation and respect for others.

By their very nature these qualities are difficult to quantify and assess, and assessment should therefore take into account the context in which the unit of work was undertaken.

Achievement level	Descriptor
0	The student does not reach a standard described by any of the descriptors given below.
1–2	The student occasionally displays a satisfactory standard in one of the aspects listed above.
3–4	The student frequently displays a satisfactory standard in both of the aspects listed above.
5–6	The student consistently displays a satisfactory standard in both of the aspects listed above.