1.3. The Four Assessment Criteria in MYP Year 5 Design

Each design project is assessed using four criteria, each scored from 0 to 8, for a total possible score of 32 points. These criteria guide both teaching and learning, helping students understand what high-quality work looks like.

In this section, we learn that all design projects in MYP Year 5 are evaluated based on four different criteria. Each of these criteria can earn a student a score between 0 and 8, which means that the maximum score for a project can be 32 points. These criteria serve as a roadmap for both teachers and students, showing what is needed for high-quality work. This structured assessment ensures that students know what to focus on to achieve the best results in their design projects.

Think of this like a cooking competition, where judges have a checklist of qualities they are looking for in a dish, such as taste, presentation, and originality. Just like in that competition, the structured assessment criteria help students know exactly what the 'judges' (teachers) are looking for in their design projects.

Objective: Students should be able to explain and justify the need for a solution to a problem and identify and prioritize primary and secondary research to develop a detailed design brief. Key Elements:

1. Explain and justify the need for a solution to a problem.
2. Identify and prioritize research to help develop a clear understanding of the context.
3. Analyse similar existing products to inspire and inform the design.
4. Develop a detailed design brief that outlines the purpose, requirements, and context of the solution.

Criterion A focuses on two main tasks: students must explain why a solution is needed and how they will go about finding the information required to create that solution. This involves identifying which research will be most helpful (both primary, like surveys, and secondary, like articles) and examining similar products that already exist. Finally, students will create a design brief that provides a comprehensive overview of what they plan to achieve, including the purpose and context of their design project.

Imagine you are a detective trying to solve a mystery. First, you need to figure out what happened (justifying the need for a solution) and then gather clues (conducting research). After understanding the context, you might look at past cases similar to yours (analyzing existing products) to solve the mystery effectively. Your 'design brief' in this scenario would be a report summarizing your understanding and plan for solving the case.

Objective: Students should be able to develop feasible, creative ideas that are informed by research and presented clearly through a series of drawings, models, or prototypes. Key Elements:

1. Develop design specifications based on analysis of the research.
2. Develop a range of ideas that are creative and suitable to the problem.
3. Present the chosen design in detail using appropriate technical drawings, CAD tools, or 3D models.
4. Create accurate planning materials that outline the process of developing the product or solution.

In Criterion B, students are expected to take their research findings and convert them into practical ideas. They must create specifications that detail what their design will achieve. They should then brainstorm various creative solutions and decide which one to pursue. Once they have a final design in mind, they need to communicate this idea clearly through drawings or models, and draft a plan that outlines the stages of their project development, ensuring everything is detailed and methodical.

Think of a group of students planning a school event, like a fair. First, they need to identify what the event should achieve (their specifications). They might brainstorm several themes (creative ideas), decide on a final theme, and make posters (technical drawings) to communicate what the event will look like. Finally, they will create a timeline or checklist of tasks leading up to the event (planning materials) to ensure everything happens smoothly.

Objective: Students should demonstrate technical skills in making a product and follow a logical plan to produce a functional solution that meets the design specifications. Key Elements:

1. Construct a logical plan for creating the solution, including materials and resources.
2. Demonstrate excellent technical skills and craftsmanship.
3. Follow the plan to create the solution, making necessary modifications where needed.
4. Ensure the final solution is functional and meets the specifications outlined earlier.

Criterion C emphasizes the importance of bringing ideas to life. Students need to create a detailed plan that specifies what materials and resources they will use. They must demonstrate their technical abilities—making sure that their craftsmanship is high quality. As they work on their project, they need to adhere closely to their plan, but also be ready to make adjustments if something isn't working as expected. Ultimately, the goal is to deliver a product that not only looks good on paper but is also practical and meets the original design requirements.

Consider a chef preparing a complicated dish. They start with a recipe (logical plan) and must gather all necessary ingredients (materials), paying close attention to cooking techniques (technical skills). As they cook, they may taste and adjust the seasoning (making modifications) to ensure the dish turns out perfectly, meeting the expectations set out in the recipe (functional solution).

Objective: Students should be able to test and evaluate their solution against the design specifications and reflect on its impact and future improvements. Key Elements:

1. Design tests to evaluate the success of the solution.
2. Evaluate the success of the solution against the original design specifications.
3. Explain how the solution could be improved and enhanced.
4. Reflect on the impact of the solution on the target audience or environment.

Criterion D revolves around the evaluation phase after the product is created. Here, students need to develop tests that can measure how well their solution performs according to the design specifications. They should analyze whether their project achieved what it set out to do and think about potential upgrades or improvements for the future. Lastly, students must consider the broader impact of their work, evaluating how it affects the users, the environment, and the community.

Imagine a filmmaker screening their movie. They gather audience feedback (design tests) to see how well the film resonates with viewers (evaluate success). After listening to critiques, they consider what aspects could be refined for future films (improvement). Additionally, they might reflect on how their story contributes to important social issues (impact on audience or environment).

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