Priya Roy 09 Purple Food Tech Target Setting Table

Computer Design assessment level Inquiry and analysis Level: 6 Product Design assessment level Level: 7 Describe your strengths Describes your weaknesses

Organization of research. Showed excellent research skills (Computer Design). Labelling plans with specifications and showing that it will fit targets Showing particularly great skill in creative designs created (Product Design). Evaluating myself throughout the unit. Familiarizing myself with unknown materials in both Computer Design and Product Design. (Open-minded)

Irrelevant information (Product Design). Not citing sources.

Developing ideas

Level: 8

Level: 7

Not developing specifications (Product Design).

Creating the solution

Level: 6

Level: 8

Not showing learned skills of technology to final product (Computer Design). Did not outline relevant testing methods (Product Design). It was difficult to communicate ideas at first with my group because there were disagreements in Product Design. (Communicator) It was difficult to do this as some of our group members disagreed in CD (Collaborating)

Evaluate

Level: (Not graded yet)

Level: 6

IB learner profile

No level

No level

ATL skills

No level

No level

These skills have improved in both subjects because I finished by the due date (Organization)

TARGETS
Food design How can I achieve this level?

Inquiry and analysis

Developing ideas

Creating the solution

Evaluate

Target Level: 7 Research with a range (not only online) and reliable sources and cite my sources. Remember to not discuss the plans of the product yet and keep the information minimal and focused on the topic.

Target Level: 8 Ensure that the ideas I develop will be possible to create (not too difficult or costly).

Target Level: 8 Make sure I am showing the skills I have developed in the past year and in the Food Design unit so far. Following the plan and timeline I have created in order to finish the solution by the due date.

Target Level: 7 Make sure I am using the rubric as a checklist in regards to the evaluation. Outlining information; keeping it brief and simple. Relevant testing methods; success of solution against specifications; improvements; target market

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

3-4

5-6

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 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

7-8

Design assessment criteria:

Achievement Level

Criterion D: Evaluating
Level Descriptor

0 1-2

3-4

5-6

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. 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

7-8

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

Transfer Social Skills Communication Skills Collaborating Interacting Literacy

Selfmanagement skills Research

Organization Affective Skills Information and media literacy

Critical literacy