Assessment 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. 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 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. The technology objectives for year 5 of the MYP Programme (Grade 10) are already in place in the Technology Guide. This set of prescribed objectives forms the basis for the assessment criteria which must be used for the assessment of students' work during year 5 / Grade 10.   Based on the Technology teacher support material - Example interim objectives, we have developed Interim Objectives for years 2-4 (Grades 7 - 9) of the MYP programme. They have been developed to: promote articulation between the MYP and PYP support individual schools in develop a coherent curriculum across the five years of the programme emphasize the need to introduce students to required knowledge, understanding, skills and attitudes from the first year of the programme  Unlike the objectives for years 5 (Grade 10), interim objectives for years 1-4 are not prescribed, although IB recommends that all schools use them. Schools can adopt the interim objectives defined by IB or develop their own. While developing we followed IB's guidelines and started with the prescribed objectives for year 5 (Grade 10) and modify each one by taking into account the age, prior knowledge and stage of development of students in an earlier year of the programme. No objectives should be omitted from an earlier year as it is vital to ensure coherent progression of learning across all five years of the programme. MYP technology Interim Objectives are listed below: MYP Technology interim Objectives MYP Year 2 (G7) MYP Year 3 (G8) MYP Year 4 (G9) MYP Year 5 (G10) A.    Objective - Investigate Students identify the problem to be solved consider the problem within a wider context consider the importance of the problem for life, society and/or the environment evaluate the importance of the problem for life, society and the environment evaluate the importance of the problem for life, society and the environment understand the concept of a design brief and adapt a given design brief to the problem or, with guidance, start to develop a design brief. outline a simple design brief. outline the design brief. outline the design brief. Students develop the design brief ask useful questions about the investigation ask relevant questions at the different stages of the investigation formulate and discuss appropriate questions that guide the investigation formulate and discuss appropriate questions that guide the investigation with guidance, identify appropriate sources of information and acknowledge these in a suitable format identify appropriate sources of information and acknowledge these using a recognized convention identify and acknowledge a range of appropriate sources of information identify and acknowledge a range of appropriate sources of information with guidance, use different systematic methods to collect and select information, and to organize it logically collect and select information, organize it logically and, with guidance, begin to analyze it collect, analyze, select, organize and evaluate information collect, analyze, select, organize and evaluate information understand the importance of questioning the value of sources of information. consider, with guidance, the value of sources of information. evaluate the sources of information. evaluate the sources of information. Students formulate a design specification understand the concept and importance of the design specification and, with guidance, list the requirements that must be met by the product/solution list, with limited guidance, the specific requirements that must be met by the product/solution list the specific requirements that must be met by the product/solution list the specific requirements that must be met by the product/solution understand the importance of testing to determine the success (or otherwise) of the product/solution and, with guidance, design some simple tests. design, with limited guidance, tests to evaluate the product/solution against the design specification. design tests to evaluate the product/solution against the design specification. design tests to evaluate the product/solution against the design specification. B.    Objective – Design C.    Objective -–Plan Students design the product/solution create designs and communicate them using different forms and conventions generate a range of designs that attempt to meet the design specifications generate several feasible designs that meet the design specification generate several feasible designs that meet the design specification compare the designs against the design specifications compare the designs against the design specifications and identify the pros and cons of each design evaluate the designs against the design specification evaluate the designs against the design specification select, with guidance, one design over the others. select one design and explain its choice. select one design and justify its choice. select one design and justify its choice. Students plan the product/solution describe, with guidance, the steps needed to create the product/solution devise, with guidance, a series of logical steps to create the product/solution construct a plan to create the product/solution that has a series of logical steps construct a plan to create the product/solution that has a series of logical steps construct a plan to create, with guidance, the product/solution that makes effective use of resources and time construct a plan to create the product/solution that makes effective use of resources and time construct a plan to create the product/solution that makes effective use of resources and time construct a plan to create the product/solution that makes effective use of resources and time with guidance, consider the effectiveness of the plan and make suitable modifications. analyse the plan and explain the need for any modifications to the design. evaluate the plan and justify any modifications to the design. evaluate the plan and justify any modifications to the design. D.   Objective – Create Students use appropriate techniques and equipment use different techniques and equipment, with guidance use appropriate technique and equipment competently use a range of appropriate techniques and equipment competently use a range of appropriate techniques and equipment competently ensure a safe working environment for themselves and others. ensure a safe working environment for themselves and others. ensure a safe working environment for themselves and others. ensure a safe working environment for themselves and others. Students follow the plan understand the importance of plans and, with guidance, follow the plan to produce the product/solution follow the plan to produce the product/solution with minimal guidance follow the plan to produce the product/solution follow the plan to produce the product/solution understand the importance of monitoring progress and revisiting the plan and, with guidance, making necessary changes. review the plan and explain any changes to the plan (when necessary). evaluate the plan and justify any changes to the plan (when necessary). evaluate the plan and justify any changes to the plan (when necessary). Students create the product/solution create, with some guidance, a product/solution of appropriate quality. create a product/solution of  appropriate quality. create a product/solution of  appropriate quality. create a product/solution of  appropriate quality. E.    Objective - Evaluate Students evaluate the product/solution carry out or follow tests, with guidance, to compare the product/solution against the design specification carry out tests to compare the product/solution against the design specification carry out tests to compare the product/solution against the design specification carry out tests to compare the product/solution against the design specification consider the success (and/or failure) of the product/solution based on testing, their own views and the views of the intended user consider the success (and/or failure) of theproduct/solution in an objective manner based on testing, their own views and the views of the intended user evaluate the success of the product/solution in an objective manner based on testing, their own views and the views of the intended user evaluate the success of the product/solution in an objective manner based on testing, their own views and the views of the intended user consider, with guidance, the impact of the product/solution on individuals and/or on society consider the impact of the product/solution on individuals and/or on society consider the impact of the product/solution on individuals and/or on society consider the impact of the product/solution on individuals and/or on society explain, with guidance, how the product/solution could be improved. explain how the product/solution could be improved. explain how the product/solution could be improved. explain how the product/solution could be improved. Students evaluate their use of the design cycle reflect on their performance at  each stage of the design cycle reflect on their performance at  each stage of the design cycle reflect on their performance at  each stage of the design cycle reflect on their performance at  each stage of the design cycle identify and describe the parts they found easy and the parts that proved difficult. With guidance, suggest ways in which their performance could be improved. identify the parts they found difficult and suggest ways in which their performance could be improved. suggest ways in which their performance could be improved. suggest ways in which their performance could be improved. F.    Objective - Attitudes carry out units of work in technology using materials and techniques safely and responsibly carry out units of work in technology using materials and techniques safely and responsibly carry out units of work in technology using materials and techniques safely and responsibly carry out units of work in technology using materials and techniques safely and responsibly work effectively as members of a team, collaborating, acknowledging and supporting the views of others work effectively as members of a team, collaborating, acknowledging and supporting the views of others work effectively as members of a team, collaborating, acknowledging and supporting the views of others work effectively as members of a team, collaborating, acknowledging and supporting the views of others provide evidence of personal engagement with the subject (motivation, independence, general positive attitude) when working in technology. provide evidence of personal engagement with the subject (motivation, independence, general positive attitude) when working in technology provide evidence of personal engagement with the subject (motivation, independence, general positive attitude) when working in technology provide evidence of personal engagement with the subject (motivation, independence, general positive attitude) when working in technology

"Technology Teacher Support Materia: Example interim objectives. For use with the Technology Guide (August 2008)" International Baccalaureate Organization, 2008.

Percentages Scale

MYP Technology	Percentages
0	<49 %
1-2	50-60 % (*)
3-4	61-84 %
5-6	85-100 %

(*) according to Parent/Student Handbook where lowest grade is 50%.



Here you will find useful documents, announcements, suggested links and assignment/projects criteria among other resources for your MYP Technology classes.

Please use the links on the left to navigate through the website.

MYP Technology Teacher Contact Info:

Ms.Nazia Choudhry

nazia.choudhary@e-p-s.in