Internal Assessment

 

Over the 2-year period of the IB, you will undertake a number of small projects in addition to the Design Project.

The IB require you to be assessed in 5 different areas which I have listed below.

Each of these areas are broken down into 3 seperate aspects. So, for example, 'Development' is broken down into 'Creativity', 'Techniques' and 'Solution'.

Furthermore, for each aspect, your teacher may judge that that aspect is 'Complete', 'Partial' or 'Not at all'.

If the aspect is 'Complete' you will be awarded 2 marks, 1 mark for 'Partial' and 0 for 'Not at all'.

So the maximum mark you can record for each area is 6 (2 marks for each of the 3 aspects that make up each area).

At some stage over the 2 years, you must cover each of the different areas at least once (except for 'Manipulative Skills').

Your teacher will use the best mark that you have scored in each area.

You will also cover each area once in the Design Project.

Planning

Levels/marks

Aspect 1

Aspect 2

Aspect 3

Defining the Problem

Formulating a Brief or Research Question

Selecting Variables or Specifications

Complete/2

Identifies a focused problem for a design

project or investigation.

States a detailed brief or research question that is appropriate to the level of study.

Selects and explains appropriate variables or specifications.

Partial/1

Identifies a suitable problem, but lacks detail in the explanation.

States a brief or research question, but this is not explained in detail.

Selects some appropriate variables or specifications.

Not at all/0

Does not identify a suitable problem or repeats the general aim provided by the teacher.

Does not state a brief or research question or the brief or research question is inappropriate.

Does not select appropriate variables or specifications.

Aspect 1: This involves explaining the context you are working in. You will offer a variety of potential problems to solve, which means you will state several different problems and needs. Finally you need a statement of why you have chosen a particular problem/ need to continue with and evidence of why the problem is valid and important.

Aspect 2: This involves stating what will be done to solve the problem and includes several of the main conditions, the nature of the intended outcome and a target market for the product.

Aspect 3: This should make reference to the brief and gives a detailed criteria to achive a successful outcome. Each point should be clearly explained and justified. It should be understood that ideas and the final outcome will be assessed using this criteria. A plan of action is then required explaining the priorities for research and development.

Research

Levels/marks

Aspect 1

Aspect 2

Aspect 3

Strategies

Data Collection

Data Processing and Analysis

Complete/2

Identifies suitable strategies for research.

Collects appropriate research material.

Processes research material astutely with detailed analysis.

Partial/1

Identifies some relevant strategies.

Collects some useful research material.

Processes research material appropriately, though analysis is limited.

Not at all/0

Does not identify strategies or strategies are teacher-directed.

Does not collect any research material or the material is inappropriate.

Processes research material inappropriately.

Aspect 1: A variety of sources for collection of suitable data are identified and priorities and strategies are clear (i.e. primary and secondary, qualitative and quantitative)

Aspect 2: A variety of sources are used to gather information relevant to the problem and specification, with a balance between qualitative and quantitative data collection and between primary and secondary data.

Aspect 3: Appropriate techniques should be used to clearly present and communicate the information using a variety of forms including, tables, graphs or photographs, for example. The research will be the basis for the generation of ideas. All information should be analysed and annotated to show relevance and should relate the usefulness of the material to the design brief and specification

 

Development

Levels/marks

Aspect 1

Aspect 2

Aspect 3

Creativity

Techniques

Solution

Complete/2

Uses a range of innovative ideas to solve

the problem.

Uses a wide range of appropriate techniques.

Arrives at a good solution to the problem.

Partial/1

Uses limited innovative ideas to solve the problem.

Uses a range of appropriate techniques.

Arrives at a satisfactory solution to the problem, but with aspects unresolved.

Not at all/0

Uses ideas that are mundane or irrelevant.

Does not use a range of techniques or techniques are inappropriate.

Arrives at an inappropriate solution

to the problem or does

not arrive at a solution.

 

Aspect 1: A wide range of possible solutions to the design problem should be presented.

Aspect 2: In sketching, developing and presenting ideas, a wide range of techniques should be used and be annotated with reference to the specification. Freehand, isometric sketches are appropriate for initial ideas, with more detailed exploded views as those ideas develop. They will be supported by sectional views that give more detail about construction and manufacture. 3D CAD can be used to present highly realistic views of the chosen idea.

Aspect 3: Developing the ideas leads to a detailed workable solution that meets the specification and which shows an in depth consideration of materials and manufacturing techniques.

 

Evaluation

Levels/marks

Aspect 1

Aspect 2

Aspect 3

Conclusion

Procedure

Recommendations

Complete/2

Provides clear evidence of a valid conclusion that addresses the brief or research question.

Includes comprehensive evaluation of procedures at each stage of the investigation or project.

Makes realistic recommendations for improvement.

Partial/1

Provides a reasonable conclusion that makes reference to the brief or research question.

Includes limited evaluation of procedures.

Makes some useful recommendations for improvement.

Not at all/0

Provides no valid conclusion.

Includes no evaluation of procedures or procedures are teacher-directed.

Makes no valid recommendations for improvement.

Aspect 1: The solution is evaluated and justified against the Product Design Specification using the evidence from Testing. A conclusion is given in terms of how well the final outcome meets the brief.

Aspect 2: The procedures adopted at each stage of the design process are evaluated. The strategies for testing/evaluation against specifications are clearly stated, and are both subjective and objective. The strengths and weaknesses of the product are identified using qualitative and quantitative testing techniques

Aspect 3: Modifications to the procedures are recommended. Drawings used to show improvements or further developments to the idea. A ‘modified design specification’ completed based on the evaluation that addresses the weaknesses in the first solution; drawings can be used to illustrate modifications. Where appropriate, a range of designs used to show some modifications to the prototype in its design, materials and manufacture so that it could be commercially produced on a large scale.

Manipulative Skills (used only for assessing the design project)

Levels/marks

Aspect 1

Aspect 2

Aspect 3

Procedures

Use of Equipment and Materials

Techniques

Complete/2

Is able to adhere to procedures for carrying out practical work in a precise, methodical manner.

Manipulates materials and equipment with skill and pays due attention to the safety factors.

Is able to master a wide range of techniques for practical tasks.

Partial/1

Is able to adhere to procedures for carrying out practical work but overlooks some aspects.

Manipulates materials and equipment to complete the task in a safe manner.

Is able to master a variety of techniques for practical tasks but within narrow parameters.

Not at all/0

Is unable to adhere to procedures for carrying out practical work or requires constant guidance from the teacher.

Is unable to manipulate materials and equipment satisfactorily or safely.

Is able to deal with a limited range of techniques for practical tasks.

 

Aspect 1: The appropriate materials and equipment are identified for the various aspects of the manufacturing stage. of the process using an annotated the system approach of flow charts using input, process, output and feedback. Produce a plan that clearly shows the sequence of operations to be carried out for manufacturing the design. This should include:

Aspect 2 & 3: A 'Diary of Manufacture' will provide evidence of how the design developed during the manufacturing stage. Evidence of consideration of Health and safety should be clear in photographs. This section will also show the level of manipulative skill in making. Include photographs of the final product.