This rubric is for level 3 students (year 5) and those who want to prepare their students for their MYP program in 10th grade. This rubric gives them a glimpse of what is to come, how they can prepare themselves for what is coming up in high school and what skills they will need to master so that their journey is smooth. This rubric, along with the level/level 2 rubric is a vertical articulation of the skills needed to be successful as an IB student.

1. Level 3i & DPii Design Cycleiii
CriterionA:Inquiring&Analyzingiv
7-8 5-6 3-4
1-2 0
MYP Program: Level 3 DP Program MYP Program: Level 3 DP Program MYP Program: Level 3 DP Program
The student explains and justifies
the need for a solution to a
problem for a client/ target
audience; constructs a detailed
research plan, which identifies
and prioritizes the primary and
secondary research needed to
develop a solution to the
problem independently; analyses
a range of existing products that
inspire a solution to the problem
in detail and develops a detailed
design brief, which summarizes
the analysis of relevant research.
The student describes an
appropriate problem, which
leads to a design opportunity;
explains the key findings from
relevant market and user
research; develops a detailed
brief, which identifies the
relevant parameters of the
problem; develops a marketing
specification, which justifies the
requirements; develops a
design specification, which
justifies the requirements.
The student explains the need
for a solution to a problem for a
specified client/target audience;
constructs a research plan,
which identifies and prioritizes
primary and secondary research
needed to develop a solution to
the problem, with some
guidance; analyses a range of
existing products that inspire a
solution to the problem and
develops a design brief, which
explains the analysis of relevant
research.
The student identifies an
appropriate problem, which leads
to a design opportunity, describes
the key findings from relevant
market and user research,
develops a brief, which identifies
some of the relevant parameters
of the problem, develops a
marketing specification, which
outlines the requirements,
develops a design specification,
which outlines the requirements.
The student outlines the need
for a solution to a problem for a
specified client/target audience;
outlines a research plan, which
identifies primary and secondary
research needed to develop a
solution to the problem, with
some guidance; analyses one
existing product that inspires a
solution to the problem and
develops a design brief, which
outlines the analysis of relevant
research.
The student identifies a
problemv
. States the key
findings from relevant
market and user research.
Develops a simple briefvi
,
which identifies some
relevant parameters of
the problem. Develops a
design specificationvii
,
which states the
requirements
The student identifies
a problem. Records
the key findings from
relevant market and
user research.
Outlines a simple
brief, which identifies
few relevant
parameters of the
problem. Develops a
design specification,
which states some of
the requirements
The work does
not reach a
standard
described by the
previous
descriptors
CriterionB:DevelopingIdeasviii
The student develops detailed
design specifications, which explain
the success criteria for the design of
a solution based on the analysis of
the research; develops a range of
feasible design ideas, using an
appropriate medium(s)and detailed
annotation, which can be correctly
interpreted by others; presents the
chosen design and justifies fullyand
critically its selection with detailed
reference to the design specification
and develops accurate and detailed
planning drawings/diagrams and
outlines requirements for the
creation of the chosen solution
The student develops feasible
ideas to meet appropriate
specifications, which explore
solutions to the problem, uses
concept modelling to guide
design development, and
justifies the most appropriate
idea for detailed development.
The student develops design
specifications, which outline the
success criteria for the design of a
solution; develops a range of
feasible design ideas, using an
appropriate medium(s) and
annotation, which can be
interpreted by others; presents the
chosen design and justifies its
selection with reference to the
design specification and develops
accurate planning
drawings/diagrams and lists
requirements for the creation of
the chosen solution
The student develops ideas with
reference to the specifications,
which explore solutions to the
problem, uses concept modelling
with limited analysis, and selects
the most appropriate idea for
detailed development with
limited justification.
The student lists some design
specifications, which relate to
the success criteria for the
design of a solution; presents a
few feasible designs, using an
appropriate medium(s) or
annotation, which can be
interpreted by others; justifies
the selection of the chosen
design with reference to the
design specification and creates
planning drawings/diagrams or
lists requirements for the
creation of the chosen solution.
The team demonstrates
limited development of
few ideas, which explore
solutions to the problem,
selects the most
appropriate idea for
detailed development
with no justification
The team
demonstrates very
limited development
of a few ideas, which
explore solutions to
the problem, selects
an idea for
development with no
justification
The work does
not reach a
standard
described by the
previous
descriptors
CriterionC:CreatingtheSolutionix
The student constructs a
detailed and logical plan,
which describes the efficient
use of time and resources,
sufficient for peers to be able
to follow to create the
solution; demonstrates
excellent technical skills when
making the solution; follows
the plan to create the
solution, which functions as
intended and is presented
appropriately and fully
justifies changes made to the
chosen design and plan when
making the solution.
The student justifies the choice
of appropriate materials and
components for a prototype,
justifies the choice of
appropriatex
manufacturingxi
techniques for prototype
production, develops an
accurate and detailed design
proposalxii
, produces a detailed
plan for the manufacturexiii
of
the prototype
The student constructs a logical
plan, which considers time and
resources, sufficient for peers to
be able to follow to create the
solution; demonstrates
competent technical skills when
making the solution; creates the
solution, which functions as
intended and is presented
appropriately and describes
changes made to the chosen
design and plan when making
the solution.
The student outlines some
appropriate materials and
components for a prototype,
outlines some appropriate
manufacturing techniques for
prototype production, and
develops a design proposal that
includes most details, produces a
plan for the manufacture of the
prototype.
The student constructs a plan
that contains some production
details, resulting in peers having
difficulty following the plan;
demonstrates satisfactory
technical skills when making the
solution; creates the solution,
which partially functions and is
adequately presented and
outlines changes made to the
chosen design and plan when
making the solution.
The student lists some
appropriate materials and
components for a
prototype, lists some
appropriate
manufacturing techniques
for prototype production,
and develops a design
proposal that includes few
details, produces an
incomplete plan that
contains some production
details.
The student lists a
few of the
appropriate materials
and components for a
prototype, lists some
appropriate
manufacturing
techniques for
prototype
production, develops
a design proposal that
includes few details,
produces an
incomplete plan that
contains some
production details
The work does
not reach a
standard
described by the
previous
descriptors
CriterionD:Evaluatingxiv
The student designs detailed
and relevant testing methods,
which generate data, to
measure the success of the
solution; critically evaluates
the success of the solution
against the design
specification based on
authentic product testing;
explains how the solution
could be improved and
explains the impact of the
product on the client/target
audience.
The student evaluates the
success of the solution against
the marketingxv
and designxvi
specification, explains how the
solution could be improvedxvii
.
The student designs relevant
testing methods, which
generate data, to measure the
success of the solution; explains
the success of the solution
against the design specification
based on relevant product
testing; describes how the
solution could be improved and
explains the impact of the
solution on the client/target
audience, with guidance.
The student evaluates the success
of the solution against some
aspects of the marketing and
design specification, outlines how
the solution could be improved.
The student designs a relevant
testing method, which generates
data, to measure the success of
the solution; outlines the
success of the solution against
the design specification based
on relevant product testing;
outlines how the solution could
be improved and outlines the
impact of the solution on the
client/target audience.
The student evaluates the
success of the solution
against some of the
aspects of the marketing
and design specification
with no evidence of
testing, lists how the
solution could be
improved.
The student evaluates
the success of the
solution against few
aspects of the
marketing and design
specification with no
evidence of testing,
lists how the solution
could be improved.
The work does
not reach a
standard
described by the
previous
descriptors
Crit A
Grade
Crit B
Grade
Crit D
Grade
Crit C
Grade
Level 3 project
Level DPproject
Created from 2014 IB MYP Design Guide & 2016 Design Guide; Angela DeHart, 1/2017,

2. Note:
1. Criterion E: Commercial production (non-MYP = DP program): At this stage, prototypes have been developed to demonstrate proof of concept and tested
successfully againstthe criteria detailed in the design brief and specifications.Students will modify their detailed design proposal appropriately for
commercial manufacture.
a. The student justifies thechoiceof materials and components appropriatefor commercial production,justifies thechoice of manufacturing
techniques appropriatefor commercial production,explains design modifications to the solution required for commercial manufacture.
2. Criterion F: Marketing strategies (non-MYP = DP program): An invention becomes an innovation by diffusinginto the marketplace. In order to increasethe
potential for an invention to become an innovation,marketing
strategies need to be explored and implemented. Students will
consider the implicationsof diffusinga productinto the
marketplace by determining the cost effectiveness of their
solution,determining the appropriatetarget sales priceand
exploringappropriatepromotional strategies.
a. The student justifies an appropriatetarget sales price,
discusses appropriatepromotional strategies for the
solution.
3. MYP Design Cycle: Every designer may approach a problem in a
different way. Depending on their specialism,designers tend to
have their own methodology, but some general activities are
common to all designers.Thedesign cyclemodel underpins the
design process.The design cyclemodel represents the MYP design
methodology of how designers develop products. The process is
divided into four stages: inquiringand analyzing;developingideas;
creatingthe solution;evaluating.
4. MYP Group work: In many circumstances,students will wantto,
or need to, work in groups for their design units of work.
However, it is importantto ensure that every member of the
group benefits from the dynamics of the social interaction and the
group-work learningexperience. In the caseof group work,
teachers should be ableto identify each student’s roleand
responsibilitiesto ensure that he or she makes a contribution,and
to assesseach student’s learningateach stage of the design cycle.
i Attributes of Level 3 (7-9th grade) student projects: 1) The objectives are fully addressed. 2) Students independently explore complex real-life problems set in unfamiliar contexts. 3) Students design products for a client or an identified target audience. 4) Students utilize a wide range of skills,
developed through the previous years and apply them to a wide range of design situations. 5) Students independently manage their own work. 6) Teacher as facilitator.
ii The inquiry-based approach of MYP design courses thoroughly prepare students for Diploma Program design technology. The MYP design objectives and assessment criteria provide a clear and smooth transition from the MYP to Diploma Program. The alignment between the design methodology
expressed through the MYP design cycle is further developed in Diploma Program design technology with problem -solving through invention at the heart of SL; and this is further extended towards innovation at HL. As such, students continuing on to Diploma Program design technology from MYP
have gained a wealth of experience using the MYP design cycle and will have developed critical-thinking and design skills, which they will be able to apply to solve more complex problems.

3. iii
Level 1 (Yr 1): In order to reach the aims of design,
students should be able to:
Level 2 (Yr 3): In order to reach the aims of design,
students should be able to:
Level 3 (Yr 5): In order to reach the aims of design,
students should be able to:
Criterion A: Inquiring and Analyzing
i. explain and justify the need for a solution to a problem
ii. state and prioritize the main points of research needed
to develop a solution to the problem
iii. describe the main features of an existing product that
inspires a solution to the problem
iv. present the main findings of relevant research.
i. explain and justify the need for a solution to a problem
ii. construct a research plan, which states and prioritizes
the primary and secondary research needed to develop
a solution to the problem
iii. analyze a group of similar products that inspire a
solution to the problem
iv. develop a design brief, which presents the analysis of
relevant research.
i. explain and justify the need for a solution to a problem
for a specified client/target audience
ii. identify and prioritize the primary and secondary
research needed to develop a solution to the problem
iii. analyze a range of existing products that inspire a
solution to the problem
iv. develop a detailed design brief, which summarizes the
analysis
Criterion B: Developing Ideas
i. develop a list of success criteria for the solution
ii. present feasible design ideas, which can be correctly
interpreted by others
iii. present the chosen design
iv. create a planning drawing/diagram, which outlines the
main details for making the chosen solution.
i. develop a design specification, which outlines the
success criteria for the design of a solution based on
the data collected
ii. present a range of feasible design ideas, which can be
correctly interpreted by others
iii. present the chosen design and outline the reasons for
its selection
iv. develop accurate planning drawings/diagrams and
outline requirements for the creation of the chosen
solution.
i. develop a design specification, which clearly states the
success criteria for the design of a solution
ii. develop a range of feasible design ideas, which can be
correctly interpreted by others
iii. present the chosen design and justify its selection
iv. develop accurate and detailed planning
drawings/diagrams and outline the requirements for
the creation of the chosen solution.
Criterion C: Creating the Solution
i. outline a plan, which considers the use of resources
and time, sufficient for peers to be able to follow to
create the solution
ii. demonstrate excellent technical skills when making the
solution
iii. follow the plan to create the solution, which functions
as intended
iv. list the changes made to the chosen design and plan
when making the solution v. present the solution as a
whole.
i. construct a logical plan, which outlines the efficient use
of time and resources, sufficient for peers to be able to
follow to create the solution
ii. demonstrate excellent technical skills when making the
solution
iii. follow the plan to create the solution, which functions
as intended
iv. explain changes made to the chosen design and plan
when making the solution v. present the solution as a
whole.
i. construct a logical plan, which describes the efficient
use of time and resources, sufficient for peers to be
able to follow to create the solution
ii. demonstrate excellent technical skills when making the
solution
iii. follow the plan to create the solution, which functions
as intended
iv. fully justify changes made to the chosen design and
plan when making the solution v. present the solution
as a whole.
Criterion D: Evaluating
i. outline simple, relevant testing methods, which
generate data, to measure the success of the solution
ii. outline the success of the solution against the design
specification
iii. outline how the solution could be improved
iv. outline the impact of the solution on the client/ target
audience.
i. describe detailed and relevant testing methods, which
generate accurate data, to measure the success of the
solution
ii. explain the success of the solution against the design
specification
iii. describe how the solution could be improved
iv. describe the impact of the solution on the client/target
audience
i. design detailed and relevant testing methods, which
generate data, to measure the success of the solution
ii. critically evaluate the success of the solution against
the design specification
iii. explain how the solution could be improved
iv. explain the impact of the solution on the client/ target
audience.

4. iv CriterionA: Inquiring and Analyzing. Students arepresented with a design situation, fromwhich theyidentify a problem that needs to besolved.They analyzetheneed for a solution andconduct an
inquiry into thenatureoftheproblem.In orderto reach the aims ofdesign, students shouldbe able to:
1) explainand justify the need for a solution to a problemfor a specified client/target audience
2) identify and prioritizetheprimary andsecondaryresearchneededto developa solutionto the problem
3) analyze a rangeofexisting products thatinspirea solutionto the problem
4) develop a detaileddesign briefwhich summarizes theanalysis ofrelevant research.
NOTE: When developing the design brief, students should concisely summarize only the useful and relevant information they have found through their research. They will present this information in their own words. Students should not copy and paste
information from sources without analysis or indicating relevance
v
The design problem should be clearly stated using supporting materials, which may include: photographs, extracts from letters, magazines and news articles, summarized results from questionnaires or interviews
vi
A design brief comprises the expected outcome and broad requirements determined from the market and user research. The feasibility of the project should also be considered.
vii
A design specification details: aesthetic requirements, cost constraints, customer requirements, environmental requirements, size constraints, safety considerations, performance requirements and constraints, materials
requirements, manufacturing requirements. All of the requirements, constraints and considerations must be specific, feasible and measureable. The design specification must be developed from the design brief and research.
viii Criterion B: Developing ideas. Students write a detailed specification, which drives the development of a solution. They present the solution. In order to reach the aims of design, students should be able to:
1) develop a design specification whichclearly states thesuccess criteria for thedesign ofa solution
2) develop a rangeoffeasibledesignideas which canbe correctlyinterpreted byothers Objectives Designguide 9
3) presentthefinal chosen designandjustify its selection
4) develop accurate anddetailedplanning drawings/diagrams andoutlinetherequirements for the creation ofthechosensolution.
Note: In MYP design, a feasible idea is one that the student can create within the allocated time with the tools and facilities available to them. • Examples of “planning drawings/diagrams” for digital design solutions include website navigation maps, interface
layout—aesthetic considerations (websites), detailed sketches (graphic design), detailed storyboards (video editing and animations), and so on. • Examples of “planning drawings/diagrams” for product design solutions include scale drawing with
measurements (orthographic), part and assembly drawings, exploded drawings, recipes, cutting plans, and so on.
ix CriterionC: Creating thesolution. Students plan thecreationofthe chosen solutionand follow theplan tocreatea prototype sufficientfor testing and evaluation. Inorder toreach the aims ofdesign,
students shouldbeableto:
1) construct a logical plan,which describes the efficient useoftimeand resources, sufficient for peers to beableto follow to create thesolution
2) demonstrate excellenttechnical skills whenmaking thesolution
3) follow the planto create the solution, which functions as intended
4) fully justify changes madeto the chosen design andplan when making thesolution
5) presentthesolution as a whole, either: a. in electronicform,or b. through photographs ofthesolutionfrom differentangles,showing details.
NOTE: When changes have been made to the solution, students must describe and justify each change. If there are no changes to the plan, students are not required to describe or justify any changes.
Technical skills: A student’s level of technical skill can bedetermined usingthe followingtwo factors: – the complexity of skill demonstrated – the level of
guidanceneeded from the teacher to complete the task.The teacher should determine an age-appropriatelevel of technical skill demonstrated by the
student usinga “best-fit” approach: 1) Minimal technical skills: Simpleskills aredemonstrated and the student requires a great dealofassistanceafterthey havereceived initial
instructionon howto usetools. 2) Satisfactory technical skills: Simple andcomplexskills aredemonstrated and the student requires someassistance after they have received initial
instructionon howto usecomplextools. 3) Competent technical skills: Complex skills aredemonstratedand thestudent generally works independently,requiring someguidance after initial
instruction. 4) Excellent technical skills: Awide rangeofcomplexskills are demonstrated and the studentworks independently, requiring minimalguidance after initial instruction.
x
Materials and components are identified and selected according to the requirements of the prototype. Valid reasons for their choice need to be provided. Selection can be justified through many aspects including cost, supply, physical and mechanical properties, and so on.
xi
Manufacturing techniques are identified and selected according to the requirements of the prototype including joining, cutting, and so on. Valid reasons for their choice need to be provided. Selection can be justified through many aspects including cost, supply, material
choice, working properties of the materials, and so on.
xii
Develop the design to take into account the choice of materials, components and manufacturing techniques. Use appropriate techniques and methods to finalize the details of the design (CAD, hand drawn, paper/card models). Develop designs to sufficient detail for a third
party to be able to interpret them correctly. Include details such as sizes, materials,components, assembly, production methods, and so on.
xiii
An appropriate plan should provide sufficient details including timings, techniques and risk assessment to allow the product to be made by a third party.Detailed plans could be presented using the following formats: Flow diagrams, Tables
xiv CriterionD: Evaluating. Students designtests toevaluatethesolution, carryout thosetests andobjectively evaluateits success. Students identify areas wherethesolution could beimprovedand explain
how their solutionwill impact on the client or targetaudience. In order to reachtheaims ofdesign, students should beableto:
1) design detailed and relevanttesting methods, which generatedata, tomeasure the success ofthe solution
2) critically evaluatethe success ofthe solutionagainst the designspecification
3) explainhowthesolution couldbeimproved
4) explaintheimpactofthe solution on the client/targetaudience
NOTE: Product testing: This is a stage in the design process where versions of products (for example, prototypes) are tested against the design need (specification), applied to the context and presented to the end-user or target audience. These tests may
include the collection and analysis of data. Types of testing include user trial and observation: (usability and intuitiveness), field/ performance test: (functionality and performance), expert appraisal: (beta testing, consumer testing)
Authentic tests: The tests are relevant to the project and are completed by appropriate testers to gain high-quality quantitative and qualitative feedback.
xv
Identify strengths and weaknesses by testing the prototype(s) against the marketing specification in criterion A: Target market, target audience, market analysis, user need and competition
xvi
Identify strengths and weaknesses by testing the prototype(s) against the design specification in criterion A: cost constraints, environmental requirements, size constraints, safety considerations, performance requirements and constraints, materials requirements,
manufacturing requirements. Where possible strengths and weaknesses should be measureable.
xvii
Suggest improvements to address weaknesses identified through evaluation against marketing and design specifications. Improvements should be presented in the form of revised specifications, annotated photographs and drawings, or CAD. If the finished product does
not meet either the market or the design specification, suggest modifications that are valid and feasible to bring the product up to specification.