Technology (IB MYP II-III)
This rubric is part of the IB (International Baccalaureate) Middle Years Program, for years II-III (Grade 7-8) curriculum for Technology.
Technology curriculum is concerned with solving problems in an effort to stimulate students’ ingenuity and to encourage them to combine intellectual talents and practical skills.*
This rubric utilizes the following criteria:
- Investigate: 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: 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.
- 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.
- 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.
- 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. The student evaluates the product / solution or his or her own performance. The student makes some attempt to test the product/solution.
- Attitudes in Technology: This criterion refers to students’ attitudes when working in technology. It focuses on an overall assessment of two aspects: (1) personal engagement (motivation, independence, general positive attitude); and (2) attitudes towards safety, cooperation and respect for others. By their very nature these qualities are difficult to quantify and assess, and assessment should therefore take into account the context in which the unit of work was undertaken.
This rubric is licensed under Creative Commons Attribution-ShareAlike 3.0 Unported License
Gil Anspacher, Technology Coordinator & MYP Technology Teacher
Virgin Islands Montessori School & Peter Gruber International Academy
St. Thomas, U.S. Virgin Islands