Design+Technology+-+Resistent+Materials+-+Rubric

= Design Technology - Assessment Criteria =

Criterion A: Investigate
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 ** || ** Descriptor ** || · You investigate the problem and collect from sources. · You list some specifications || · You investigate the problem, select and analyze information from some acknowledged sources. · You describe a test to evaluate a product/solution against the specification. || · You investigate the problem critically, evaluating information from a broad range of appropriate and acknowledged sources. · You provide a detailed description of methods for appropriate testing to evaluate product/solution against the specification. || ** Design brief: ** The student’s response to the challenge, showing how they intend to solve the problem. ** Design specification: ** A detailed description of the conditions, requirements and restrictions with which a design must comply
 * ** Level of **
 * ** 5-6 ** || · You state the problem.
 * ** 7-8 ** || · You describe the problem and mentions relevance.
 * ** 9-10 ** || · You explain the problem and relevance is discussed.

Criterion B: Design
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 ** || ** Descriptor ** ||
 * ** Level of **
 * ** 5-6 ** || * You complete one design only with some attempt to justify against the specification. ||
 * ** 7-8 ** || * You complete a few designs, justifying the chosen one.
 * You fully evaluate against the design specification. ||
 * ** 9-10 ** || * You provide a range of feasible designs, each evaluated against the specification.
 * You justify the chosen design and critically evaluate against the design specification. ||

Criterion C: Plan
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 ** || ** Descriptor ** ||
 * ** Level of **
 * ** 5-6 ** || * You produce a plan with some details of steps and/or resources required. ||
 * ** 7-8 ** || * You produce a plan containing a number of logical steps that include resources and time.
 * You make some attempt to evaluate the plan. ||
 * ** 9-10 ** || * You produce a plan containing a number of detailed, logical steps that describe the use of resources and time.
 * You critically evaluate and justify any modifications to design. ||

Criterion D: Create
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 ** || ** Descriptor ** ||
 * ** Level of **
 * ** 5-6 ** || * You consider a plan and create part of a solution/product. ||
 * ** 7-8 ** || * You use appropriate techniques and equipment.
 * You follow a plan mentioning any modifications made.
 * You create a product/solution of good quality. ||
 * ** 9-10 ** || * You competently use appropriate techniques and equipment.
 * You follow the plan and justify any modifications.
 * You create a product/solution of appropriate quality using available resources. ||

** 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
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 ** || ** Descriptor ** || ** 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. = =
 * ** Level of **
 * ** 5-6 ** || * You evaluate your product/solution or own performance.
 * You make some attempt to test your product/solution. ||
 * ** 7-8 ** || * You evaluate your product/solution and own performance, suggesting what could be improved.
 * You test your product/solution and evaluate against the design specification. ||
 * ** 9-10 ** || * You gauge the success of your product/solution and evaluate objectively based on the results of testing and views of intended users.
 * You produce an evaluation at each stage of design cycle, suggesting improvements.
 * You evaluate appropriately the impact of the product/solution on life, society and/or the environment. ||

** Criterion F: Attitudes in Technology **
This criterion refers to the 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 ** || ** Descriptor ** ||
 * ** Level of **
 * ** 5-6 ** || * You occasionally display a satisfactory standard in one of the aspects listed above. ||
 * ** 7-8 ** || * You frequently display a satisfactory standard in both aspects listed above. ||
 * ** 9-10 ** || * You consistently display a satisfactory standard in both aspects listed above. ||