Technology assesment criteria
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Criterion A: Investigation
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.
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.
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Achievment level |
Criterion A: Investigation
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5-6 |
The student ALWAYS : Explains the problem or task, and identifies its relevance. The student investigates the problem collects, analyzes, selects, organizes and evaluates information from a variety of appropriate, acknowledged sources. The student describes a test to evaluate the product/solution against the design specification. |
3-4 |
The student SOMETIMES : Explains the problem or task, and identifies its relevance. The student investigates the problem collects, analyzes, selects, organizes and evaluates information from a variety of appropriate, acknowledged sources. The student describes a test to evaluate the product/solution against the design specification. |
1-2 |
The student RARELY: Explains the problem or task, and identifies its relevance. The student investigates the problem collects, analyzes, selects, organizes and evaluates information from a variety of appropriate, acknowledged sources. The student describes a test to evaluate the product/solution against the design specification. |
0 |
The student does not r each a standard described by any of the descriptors given above. |
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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. |
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Achievment level |
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5-6 |
The student ALWAYS : Generates a few designs, each evaluated against the design specifications. The student justifies the chosen design and evaluates it critically against the design specification. |
3-4 |
The student SOMETIMES: Generates a few designs, each evaluated against the design specifications. The student justifies the chosen design and evaluates it critically against the design specification. |
1-2 |
The student RARELY: Generates a few designs, each evaluated against the design specifications. The student justifies the chosen design and evaluates it critically against the design specification. |
0 |
The student does not reach a standard described by any of the descriptors given above. |
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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. |
Achievment level |
Criterion C: Plan |
5-6 |
The student ALWAYS : The student produces a plan that contains a number of logical steps that describe the use of resources and time . The student evaluates the plan and justifies any modifications to the design. |
3-4 |
The student SOMETIMES: The student produces a plan that contains a number of logical steps that describe the use of resources and time. The student evaluates the plan and justifies any modifications to the design. |
1-2 |
The student RARELY: The student produces a plan that contains a number of logical steps that describe the use of resources and time. The student evaluates the plan and justifies any modifications to the design. |
0 |
The student does not reach a standard described by any of the descriptors given above. |
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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. |
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Achievment level |
Criterion D: Create |
5-6 |
The student ALWAYS: Uses appropriate techniques and equipment. The student follows the plan and justifies any modifications made, resulting in a product/solution of good quality . |
3-4 |
The student SOMETIMES: Uses appropriate techniques and equipment. The student follows the plan and justifies any modifications made, resulting in a product/solution of good quality. |
1-2 |
The student RARELY: Uses appropriate techniques and equipment. The student follows the plan and justifies any modifications made, resulting in a product/solution of good quality. |
0 |
The student does not reach a standard described by any of the descriptors given above. |
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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. |
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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. |
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Achievment level |
Criterion E: Evaluate |
5-6 |
The student ALWAYS: Evaluates the success of the product/solution in an objective manner based on the results, and the views of the intended viewers. The student provides an evaluation of his or her own performance at each stage of the design cycle and suggests improvements. The student tests the product/solution to evaluate it against the design specification. |
3-4 |
The student SOMETIMES: Evaluates the success of the product/solution in an objective manner based on the results, and the views of the intended viewers. The student provides an evaluation of his or her own performance at each stage of the design cycle and suggests improvements. The student tests the product/solution to evaluate it against the design specification. |
1-2 |
The student RARELY: Evaluates the success of the product/solution in an objective manner based on the results, and the views of the intended viewers. The student provides an evaluation of his or her own performance at each stage of the design cycle and suggests improvements. The student tests the product/solution to evaluate it against the design specification. |
0 |
The student does not reach a standard described by any of the descriptors given above. |
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| 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. |
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Criterion F: Attitudes in technology
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. |
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Achievment level |
Criterion F: Attitudes in technology |
5-6 |
The student ALWAYS: Displays a satisfactory standard in personal engagement (motivation, independence, and general positive attitude). Attitudes towards safety, cooperation and respect for others. Is prepared for class with the proper materials and homework. |
3-4 |
The student SOMETIMES: Displays a satisfactory standard in personal engagement (motivation, independence, and general positive attitude). Attitudes towards safety, cooperation and respect for others. Is prepared for class with the proper materials and homework. |
1-2 |
The student RARELY: Displays a satisfactory standard in personal engagement (motivation, independence, and general positive attitude). Attitudes towards safety, cooperation and respect for others. Is prepared for class with the proper materials and homework. |
0 |
The student does not reach a standard described by any of the descriptors given above. |
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