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This is the table that you need to complete and submit to blog. All information to help you is below.

Digital Design assessment level Inquiry and analysis Level: 6/8 Product Design assessment level Level: 5/8 Describe your strengths -I construct a good research plan and I develop a solution to a problem with some guidance - I describe good about similar products and can find the pros and cons of a product or a group of similar products. - I cite where I got my bibliography appropriately. Developing ideas Level: 7/8 Level: 7/8 - I develop appropriate specifications for the given project I am given. Which I can be used as successful criteria when evaluating my final design. -I write a down a range of main reasons why I choose the final design and I reference my reasons to my design. - Again I think I used explain more in depth is my paragraphs and take some time so sit down and think what I need do. - I do not present my specification and write why I choose the specification and there too many similar specifications - I describe about a given topic or product but I should explain more and think more in-depth in my paragraphs or my explanations. - I think I should try to research and spend more time, instead of rushing my work as I did with product design. Describes your weaknesses

Creating the solution Evaluate

Level: 6/8 Level: not given

Level: 7/8 Level: 8/8 - It seems to be I am good at evaluating products against specification. I also reactive appropriate feedbacks and state what I can improve in the future, or if I have to do it again. I think I am risk taker; I took a risk of using the scroll saw and also creating a scratch game. -I lack in planning the things I need to get done by each lesson. Like writing the time and date or class and what needs get done. (a small description)

IB learner profile

No level

No level

I think I need to improve my communication. I lack a lot of communication in class and in my group. I think I should participate for in class. Again, I need to improve my communication; I should participate in class discussions. As all my skills are Gs, so I need to step it up to get an E.

ATL skills

No level

No level

I think my research skills are good and I received an appropriate. I think that I should research more deeply, so I can receive a level E. Creating the solution

TARGETS
Food design How can I achieve this level?

Inquiry and analysis

Developing ideas

Evaluate

Target Level:7 I should research more deeply and express my ideas fully.

Target Level:7 Overall, I am okay at developing ideas. I am good at writing small descriptions for each

Target Level:7 I should continue what Im doing and again should explain my ideas fully, with detail. I should make my

Target Level:8 I have received and 8 for design technology, I think I should continue what I am doing, because I am

idea I made or my class mate made. I am good at coming up with appropriate specification.

plan more clear, such as adding time, date and yeah.

succeeding at this criterion.

The rubrics are below for each criterion


Design assessment criteria:
Achievement Level

Criterion A: Inquiring and analysing


Level Descriptor

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:


Achievement Level

Criterion B: Developing ideas


Level Descriptor

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:


Achievement Level

Criterion C: Creating the solution


Level Descriptor

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:


Achievement Level

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 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 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

Transfer Social Skills Communication Skills Collaborating Interacting Literacy

Selfmanagement skills Research

Organization Affective Skills Information and media literacy

Critical literacy

The skill of evaluating, questioning and challenging the attitudes, values and beliefs in written, visual and spoken and multimedia tasks