Internal assessment

Internal assessment details

SL IA component
Duration: 40 hours
Weighting: 40%
• Individual design project
• This design project covers assessment objectives 1, 2, 3 and 4.
• At SL, the design project is assessed against the 4 common criteria:
– Criterion A: Analysis of a design opportunity
– Criterion B: Conceptual design
– Criterion C: Development of a detailed design
– Criterion D: Testing and evaluation

HL IA component
Duration: 60 hours
Weighting: 40%
• Individual design project
• This design project covers assessment objectives 1, 2, 3 and 4.
• At HL, the design project is assessed against the 4 common criteria and 2 HL only criteria:
– Criterion A: Analysis of a design opportunity
– Criterion B: Conceptual design
– Criterion C: Development of a detailed design
– Criterion D: Testing and evaluation
– Criterion E: Detailed development of a commercial product
– Criterion F: Making choices for commercial production

Internal assessment criteria—Common to SL and HL

Criterion A: Analysis of a design opportunity
Clients and designers establish a design opportunity before engaging with the design process. Establishing
the design opportunity often stems from a real-life problem that needs to be solved. By investigating this
problem and design opportunity thoroughly, designers can gain clear direction in the requirements for a
prototype. To meet the requirements of this criterion, students must:

• describe a problem that leads to a design opportunity

• investigate the problem to develop a design brief
• develop a design specification

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Marks Level descriptor

0 The work does not reach a standard described by the descriptors below.

1–3 The student:

• identifies a problem
• develops a simple brief that identifies few relevant parameters of the problem
• develops a design specification that states the requirements, with no reference to the
outcomes of the research.

4–6 The student:

• identifies an appropriate problem that leads to a design opportunity
• develops a brief that identifies some of the relevant parameters of the problem
• develops a design specification that outlines the requirements, with limited reference
to the outcomes of the research.

7–9 The student:

• describes an appropriate problem that leads to a design opportunity
• develops a detailed brief that identifies the relevant parameters of the problem
• develops a design specification that justifies the requirements, based on the outcomes
of the research.

Clarifications

Describes an appropriate problem that leads to a design opportunity

The only required evidence for this strand is:

• A problem statement, which includes:
– the current situation
– the current problem
– a summary of research that informs the appropriateness of the problem
– supporting images demonstrating the nature of the problem and where it occurs.
The evidence for achievement against this strand should be presented in approximately one A4 page or
the equivalent, and approximately 200 words.

Develops a detailed brief that identifies the relevant parameters of the problem

A design brief comprises:

• the expected outcome
• broad requirements determined from initial research into the problem.
The only required evidence for this strand is:
• a written design brief.
The evidence for achievement against this strand should be presented in approximately one A4 page or
the equivalent, and approximately 150 words

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Develops a design specification that justifies the requirements, based on the outcomes of the
research

The design specification for the prototype will need to address the following aspects.
• Aesthetics
• Target audience
• Function
• Production constraints
• Material selection
• Size
• Quantity
Students should prioritise the design specifications.
The design specification must be developed from the design brief and research.
The only required evidence for this strand is:
• a set of design specifications justified with reference to supporting research and citation of
sources.
The evidence for achievement against this strand should be presented in approximately three A4 pages
or the equivalent, and approximately 800 words.

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Criterion B: Conceptual design

Once the design brief and specifications have been established, designers explore a range of possible
concepts through modelling. As the concepts are developed and refined, their feasibility is determined
against the specifications, which helps determine the most appropriate ideas to take forward into
detailed design development. Students will use concept modelling to develop ideas to meet appropriate
specifications that explore solutions to the problem and justify the most appropriate idea for detailed
development.

Marks Level descriptor

0 The work does not reach a standard described by the descriptors below.

1–3 The student:

• demonstrates limited development of few ideas that explore solutions to the problem
• presents concept models
• selects an appropriate idea for detailed development with no justification.

4–6 The student:

• develops ideas with reference to the specifications that explore solutions to the
problem
• uses concept modelling with limited analysis of the outcomes to guide design
development
• selects an appropriate idea for detailed development with limited justification.

7–9 The student:

• develops feasible ideas to meet appropriate specifications that explore solutions to the
problem
• uses concept modelling and analyses the outcomes to guide design development
• justifies an appropriate idea for detailed development.

Clarifications

Develops feasible ideas to meet appropriate specifications that explore solutions to the problem

The only required evidence for this strand are:

• sketches/drawings of ideas annotated* to identify key features
• annotations* highlighting additional research and/or feedback enabling iterative development of
ideas.
Annotations* must be legible.
Students must not include any extended writing to address this strand.
The evidence for achievement against this strand should be presented in approximately six A4 pages or
the equivalent.

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Uses concept modelling and analyses the outcomes to guide design development

Concept modelling is used to:

• test design ideas to find out if they will meet requirements
• provide feedback, which is used to develop designs further.
Students should consider the appropriate use of conceptual, graphical, physical and CAD models.
The only required evidence for this strand is:
• annotated* evidence of concept modelling that indicates how the findings from modelling informs
design development
Students must not include any extended writing to address this strand.
The evidence for achievement against this strand should be presented in approximately four A4 pages
or the equivalent.

Justifies an appropriate idea for detailed development

The most appropriate idea should be validated against the specification before development is refined
to enable manufacture.
The only required evidence for this strand is:
• a presentation drawing of the chosen design
• annotation* of the presentation drawing of the selected design, highlighting features
• justification for the choice related to the design specification (300 words)
The evidence for achievement against this strand should be presented in approximately one A4 page or
the equivalent, and approximately 300 words.

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Criterion C: Development of a detailed design

The designer needs to detail all aspects of their chosen design to create a testable prototype or a series
of prototypes. They develop a detailed design proposal, which includes all details necessary to make the
prototype. Students will produce a detailed design proposal and then sequence the manufacturing process
in enough detail for a third party to be able to follow to create a prototype.

A template must be used for the construction plan.

Marks Level descriptor

0 The work does not reach a standard described by the descriptors below.

1–3 The student:

• lists some appropriate materials, components and manufacturing techniques to make
the prototype
• develops a design proposal that includes few details and is not sufficient for a third
party to manufacture the prototype
• produces an incomplete plan that contains some production details.

4–6 The student:

• describes some appropriate materials, components and manufacturing techniques to
make the prototype
• develops a design proposal that includes most details necessary for a third party to
manufacture the prototype
• produces a plan for the manufacture of the prototype.

7–9 The student:

• Justifies the choice of appropriate materials, components and manufacturing
techniques to make the prototype
• Develops an accurate design proposal in sufficient detail for a third party to
manufacture the prototype
• produces a detailed plan for the manufacture of the prototype.

Clarifications

Justifies the choice of appropriate materials, components and manufacturing techniques to

make the prototype

The only required evidence for this strand is:

• identification of materials, components, and manufacturing techniques to be used to create the
prototype
• justification of choice of each material, component and manufacturing technique based on the
requirements of the prototype.
The evidence for achievement against this strand should be presented in approximately two A4 pages
or the equivalent, and approximately 400 words..

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Develops an accurate design proposal in sufficient detail for a third party to manufacture the
prototype

Develop designs to sufficient detail for a third party to be able to interpret them correctly.
The only required evidence for this strand is:
• appropriate technical drawings with sufficient detail for prototype manufacture
• a bill of materials.
Students must not include any extended writing to address this strand.
The evidence for achievement against this strand should be presented in approximately nine A4 pages
or the equivalent.

Produces a detailed plan for the manufacture of the prototype

An appropriate construction plan comprises a sequential order of operations to follow to make the
prototype. The construction plan must be written before the prototype is manufactured; it must not be
written retrospectively.
The only required evidence for this strand is:
• a completed construction plan template for the process to make the prototype
– the construction plan template must be used
– there must be no more than 10 words per cell in the construction plan template.
Students must not include any extended writing to address this strand.
The evidence for achievement against this strand should be presented in approximately two A4 pages
or the equivalent.

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Criterion D: Testing and evaluation

Once the detailed design has been determined, a prototype can be created for testing against the marketing
and design specifications. The testing should generate data, which is analysed to determine the success of
the prototype as a solution to the initial problem. The testing will also highlight areas of weakness where the
prototype has not met the required expectations. This leads to further iterative development. Students will
evaluate the success of the prototype against the design specification and suggest how the prototype can
be improved.

Marks Level descriptor

0 The work does not reach a standard described by the descriptors below.

1–3 The student:

• states a testing strategy to measure the success of the prototype
• evaluates the success of the prototype against few aspects of the design specification
with no evidence of testing
• lists how the prototype could be improved.

4–6 The student:

• describes a testing strategy to measure the success of the prototype
• evaluates the success of the prototype against some aspects of the design
specification
• outlines how the prototype could be improved.

7–9 The student:

• justifies a testing strategy to measure the success of the prototype
• evaluates the success of the prototype against the design specification
• demonstrates how the prototype could be improved, considering how individual
improvements affect the design as a whole.

Clarifications

Justifies a testing strategy to measure the success of the prototype

A testing strategy comprises of a number of appropriate testing methods that will generate data to
measure the success of a prototype.
The only required evidence for this strand is:
• the testing strategy
• a justification of why this testing strategy is appropriate.
The evidence for achievement against this strand should be presented in approximately one A4 page or
the equivalent, and approximately 200 words

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Evaluates the success of the prototype against the design specification

Strengths and weaknesses of the prototype(s) need to be based on qualitative and quantitative data.
The only required evidence for this strand is:
• information gathered from testing of the prototype
• an indication of the extent to which the prototype matches the requirements of the design
specification.
The evidence for achievement against this strand should be presented in approximately two A4 pages
or the equivalent, and approximately 700 words

Demonstrates how the prototype could be improved, considering how individual improvements
affect the design as a whole

Recommendations are presented to address weaknesses identified through evaluation against the
design specification.
The only required evidence for this strand is:
• a combination of graphical models and extended text to suggest how the prototype could be
improved.
The evidence for achievement against this strand should be presented in approximately two A4 pages
or the equivalent, and approximately 250 words

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Internal assessment criteria—HL only

Criterion E: Detailed development of a commercial product
Once the prototype has been evaluated and weaknesses resolved, students will develop their prototype
for a commercially viable production process. This action will develop the prototype into a commercial
product. The student presents their re-designed product, identifying modifications that were required for a
commercially viable production process, and produces a detailed design proposal sufficient for third-party
manufacture.

Marks Level descriptor

0 The work does not reach a standard described by the descriptors below.

1–3 The student:

• demonstrates limited development of the design for a commercially viable
production process
• presents the developed commercial product with few details
• develops a design proposal for commercial production that includes few details and is
not sufficient for a third party to manufacture the product.

4–6 The student:

• demonstrates some refinement of the design, addressing some of the required
modifications for a commercially viable production process
• presents the developed commercial product with most details
• develops a design proposal for commercial production that includes most details
necessary for a third party to manufacture the product.

7–9 The student:

• develops the design, addressing the required modifications for a commercially
viable production process
• presents the developed commercial product comprehensively
• develops an accurate design proposal of the commercial product in sufficient detail
for a third party to manufacture the product.

Clarifications

Develops the design, addressing the required modifications for a commercially viable
production process

The only required evidence for this strand are:

• drawings/modelling of ideas annotated* to show the required modifications
• annotations* highlighting additional research and/or feedback enabling iterative development.
Annotations* must be legible.
Students must not include any extended writing to address this strand.
The evidence for achievement against this strand should be presented in approximately five A4 pages or
the equivalent.

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Presents the developed commercial product comprehensively

The only required evidence for this strand is:

• a presentation drawing of the commercial product
• annotation* of the presentation drawing of the selected design highlighting the key modifications
required for commercial production.
Students must not include any extended writing to address this strand.
The evidence for achievement against this strand should be presented in approximately one A4 page or
the equivalent.

Develops an accurate design proposal of the commercial product in sufficient detail for a third
party to manufacture the product

The commercial product must be presented in sufficient detail for a third party to be able to interpret
correctly.
The only required evidence for this strand is:
• appropriate technical drawings with sufficient detail for commercial manufacture
• a bill of materials
• an assembly drawing.
Students must not include any extended writing to address this strand.
The evidence for achievement against this strand should be presented in approximately nine A4 pages
or the equivalent.

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Criterion F: Making choices for commercial production

As the student develops the prototype into a commercially viable product, they make a series of choices.
The choices they need to make focus on materials, components, manufacturing techniques and scale and
volume of production. These choices are articulated, with clear justification.

Marks Level descriptor

0 The work does not reach a standard described by the descriptors below.

1–3 The student:

• states the choice of materials and components for commercial production
• states the choice of manufacturing techniques for commercial production
• states an appropriate scale and volume of production, with little or no reference to
research.

4–6 The student:

• describes the choice of materials and components for commercial production
• describes the choice of manufacturing techniques for commercial production
• identifies an appropriate scale and volume of production, based on limited research.

7–9 The student:

• justifies the choice of materials and components appropriate for commercial
production
• justifies the choice of manufacturing techniques appropriate for commercial
production
• justifies an appropriate scale and volume of production, based on appropriate
research and suitability for the product.

Clarifications

Justifies the choice of materials and components appropriate for commercial production

The only required evidence for this strand is:

• identification of materials and components for commercial production
• justification of choice of each material and component based on the required properties and
characteristics.
The evidence for achievement against this strand should be presented in approximately one A4 page or
the equivalent, and approximately 350 words

Justifies the choice of manufacturing techniques appropriate for commercial production

The only required evidence for this strand is:

• identification of manufacturing techniques for commercial production
• justification of choice of each manufacturing technique based on the requirements of the
commercial product.
The evidence for achievement against this strand should be presented in approximately one A4 page or
the equivalent, and approximately 350 words

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Justifies an appropriate scale and volume of production, based on appropriate research and
suitability for the product

The only required evidence for this strand is:

• identification of the scale and volume of production
• justification of why this is appropriate.
The evidence for achievement against this strand should be presented in approximately one A4 page or
the equivalent, and approximately 300 words

* A note on annotations
Annotations must not be more than 10 words each. Any annotation more than 10 words will be considered
as counting towards the word count.

Annotations must be legible, preferably typed. Students and teachers should ensure annotations can be
read clearly. Handwritten annotations must be clear and equivalent to Arial font size 11pt. To ensure clarity
when scanned, black ink is strongly recommended.

Appendices
Material placed in appendices form evidence for the teacher proving students have conducted background
research, collected and analysed raw data, and conducted tests for evaluation. The appendices are not
considered when marking or moderating. The appendices are not included as part of the ePortfolio for
eMarking. The appendices are not uploaded as part of the ePortfolio or as supporting material.

Instructions for teacher marking concerning appendices

It is important for teachers to mark the same work the moderator will see. Therefore, teachers must not refer
to or mark appendices when marking the design project. Teachers must only mark the required evidence for
the design project as detailed in the assessment criteria clarifications.

Rationale for practical work

Although the requirements for IA are centred on the design cycle and do not require students to create their
proposed solution themselves, the different types of practical and modelling work (10 hours at SL and 26
hours at HL) that a student may engage in serve other purposes, including:

• illustrating, teaching and reinforcing theoretical concepts

• developing an appreciation of the essential hands-on nature of much design work
• developing an appreciation of designers’ use of secondary data from databases
• developing an appreciation of designers’ use of modelling
• developing an appreciation of the benefits and limitations of design methodology.
Therefore, there is good justification for teachers to conduct further practical activities/investigations
beyond that required for the IA scheme.

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Glossary of command terms

Command terms with definitions

Students should be familiar with the following key terms and phrases used in examination questions, which
are to be understood as described below. Although these terms will be used frequently in examination
questions, other terms may be used to direct students to present an argument in a specific way.

These command terms indicate the depth of treatment required.

Assessment objective 1
Command term Definition

Define Give the precise meaning of a word, phrase, concept or physical quantity.

Draw Represent by means of a labelled, accurate diagram or graph, using a pencil.

A ruler (straight edge) should be used for straight lines. Diagrams should be
drawn to scale. Graphs should have points correctly plotted (if appropriate)
and joined in a straight line or smooth curve.

Find Obtain an answer showing relevant stages in the working.

Label Add labels to a diagram.

List Give a sequence of brief answers with no explanation.

Measure Obtain a value for a quantity.

Present Offer for display, observation, examination or consideration.

State Give a specific name, value or other brief answer without explanation or
calculation.

Assessment objective 2
Command term Definition

Annotate Add brief notes to a diagram or graph.

Apply Use an idea, equation, principle, theory or law in relation to a given problem or
issue.

Calculate Obtain a numerical answer showing the relevant stages in the working.

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Command term Definition

Describe Give a detailed account.

Distinguish Make clear the differences between two or more concepts or items.

Estimate Obtain an approximate value.

Identify Provide an answer from a number of possibilities.

Outline Give a brief account or summary.

Assessment objective 3
Command term Definition

Analyse Break down in order to bring out the essential elements or structure.

Comment Give a judgment based on a given statement or result of a calculation.

Compare Give an account of the similarities between two (or more) items or situations,
referring to both (all) of them throughout.

Compare and contrast Give an account of similarities and differences between two (or more) items or
situations, referring to both (all) of them throughout.

Construct Display information in a diagrammatic or logical form.

Deduce Reach a conclusion from the information given.

Demonstrate Make clear by reasoning or evidence, illustrating with examples or practical

application.

Derive Manipulate a mathematical relationship to give a new equation or relationship.

Design Produce a plan, simulation or model.

Determine Obtain the only possible answer.

Discuss Offer a considered and balanced review that includes a range of arguments,
factors or hypotheses. Opinions or conclusions should be presented clearly
and supported by appropriate evidence.

Evaluate Make an appraisal by weighing up the strengths and limitations.

Explain Give a detailed account including reasons or causes.

Justify Give valid reasons or evidence to support an answer or conclusion.

Predict Give an expected result.

Show Give the steps in a calculation or derivation.

Sketch Represent by means of a diagram or graph (labelled as appropriate). The sketch

should give a general idea of the required shape or relationship, and should
include relevant features.

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Command term Definition

Solve Obtain the answer(s) using algebraic and/or numerical and/or graphical
methods.

Suggest Propose a solution, hypothesis or other possible answer.

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