Design Process Rubrics

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Developing a Focus & Recognizing the Problem / Situation / Opportunity

Rubric: Developing a Focus & Recognizing the Problem / Situation / Opportunity (DBM-RU-3006)

(For a given topic, note that rubrics for Basic Understanding, Application, Procedures and Communication also generally apply)

Expectation

(Out of 20 Marks)

Develop a Focus and Recognize the Problem

Level 1

(Up to 12 Marks)

The Evidence shows that the Student…

Level 2

(13 to 14 Marks)

Level 3

(15 to 16 Marks)

Level 4

(17 to 20 Marks)

Develop a Focus and Recognize the Problem, Situation or Opportunity :

-Copied information or summary from someone or somewhere else

-There is no written summary of the problem / situation

-No record of questions asked / answers received

-No record of an investigation of the system environment

-No connection made to any of the Ten Concepts of Technological Education

-Translated, paraphrased and interpreted the Design Scenario letter and other writing of others into student’s own summary of the problem / situation / opportunity

-Questions asked and answers received are recorded but poorly organized

-A modest investigation of the system environment is recorded but poorly organized

-Identifies connections to at least two of the Ten Concepts of Technological Education

-The Situation / Problem description shows some use of analytical thinking and clear focus

-Considers a wide variety of inputs

-Questions and answers are carefully recorded and logically organized

-Investigation of the system environment is recorded, clear and well organized

-All input data is summarized and categorized using at least four of the Ten Concepts of Technological Education

-Complies with Level 3 and, in addition:

---for Grades 11-12 meets at least four of the following

---for Grades 9-10 meets at least three of the following:

-Extraordinary depth of environment-wide analysis

-Uses elementary logic and a rational structured framework for the investigation (e.g. develop a sound concept mapping framework)

-Considers real-world industry standards (or lack of) as additional input

-Identifies and describes one or more possible root causes and their potential effects in the system

-All input data is summarized and categorized using at least six of the Ten Concepts of Technological Education

Generating a Set of Alternatives

Rubric For Generating a Set of Alternatives (DBM-RU-3007)

(For a given topic, note that rubrics for Basic Understanding, Application, Procedures and Communication also generally apply)

Expectation

(Out of 20 Marks)

Generate a Set of Alternatives

Level 1

(Up to 12 Marks)

The Evidence shows that the Student…

Level 2

(13 to 14 Marks)

Level 3

(15 to 16 Marks)

Level 4

(17 to 20 Marks)

Generate a Set of Alternatives:

-Copied information from someone or somewhere else

-No record of brainstorming or collection of initial ideas

-No functional subsystems identified

-No record of further research

-No rough sketches or models for alternate solutions

-No version 1 concept / design brief

-Translated, paraphrased and interpreted information into student’s own words

-Initial ideas (eg through brainstorming) are recorded but poorly organized

-Identifies at least two important functional subsystems

-Further research is recorded but poorly organized

-Sketches or models for alternate solutions include student name, date, project but basic solution identification information such as category of solution (eg type of bridge) is missing

-Version 1 of concept / design brief describes the problem / situation and identifies at least two elementary criteria

-Initial ideas (eg through brainstorming) are well organized

-Carefully models or abstracts (simplifies) the system and describes in modest detail at least two important functional subsystems

-Further research is well organized

-Sketches or models for alternate solutions include student name, date, project, solution identification information such as category of solution (eg type of bridge)

-Version 1 of concept / design brief describes the problem / situation and describes at least three elementary criteria

-Complies with Level 3 and, in addition:

---for Grades 11-12 meets at least three of the following

---for Grades 9-10 meets at least two of the following:

-Assesses the integrity, adequacy and appropriateness of research resources

-Further research is interpreted, logically analysed, reduced and integrated into research materials from the initial stage (grouped according to the Concepts of Tech Education)

-Exceptional concept brief, describing at least four elementary criteria

Choosing a Likely Best Solution Concept

Rubric For Choosing a Likely Best Solution Concept (DBM-RU-3008)

(For a given topic, note that rubrics for Basic Understanding, Application, Procedures and Communication also generally apply)

Expectation

(Out of 20 Marks)

Choose a Likely Best Solution Concept

Level 1

(Up to 12 Marks)

The Evidence shows that the Student…

Level 2

(13 to 14 Marks)

Level 3

(15 to 16 Marks)

Level 4

(17 to 20 Marks)

Choose a Likely Best Solution Concept:

-List of requirements is very limited or not clear

-Does not clearly identify the alternate concept that is most likely to succeed

-Either there is no concept brief or Version 1 of concept / design brief simply identifies the problem / situation and identifies at least two elementary criteria

-Established requirements for at least 3 of the Ten Concepts of Technological Education

-Version 2 of concept / design brief describes the problem / situation, identifies the likely best solution and at least one third of the major criteria

-Sketch is still Version 1

-Established clear requirements for at least 5 of the Ten Concepts of Technological Education in at least one of the three dimensions -- physical product, human process, stewardship / impacts

-Version 2 of concept / design brief describes the problem / situation, and describes in modest detail the likely best solution and at least half of the major criteria

-Version 2 sketch leaves out substantial information that would help design / planning to begin

-Complies with Level 3 and, in addition:

---for Grades 11-12 meets at least four of the following

---for Grades 9-10 meets at least three of the following:

-Established clear requirements for at least 7 of the Ten Concepts of Technological Education in at least two of the three dimensions -- physical product, human process, stewardship / impacts

-Evaluated all of the proposed alternative solutions against the requirements in a careful and organized manner

-Defends the selection of best solution on the basis of clearly stated rationale

-Rationale for ranking the criteria according to importance is recorded

-Exceptional Version 2 concept brief describes the problem / situation, and describes, in modest detail, the likely best solution and at least two thirds of the major criteria

-Issues regarding Product / Process safety are described

-Version 2 sketch includes enough overall information for design / planning to begin immediately

(More to Come)

Peer / Group Assessment

Rubric for Peer / Group Assessment (Using the Evaluate Thinking Skill) (DBM-RU-3009)

(For a given topic, note that rubrics for Basic Understanding, Application, Procedures and Communication also generally apply)

Expectation

(Out of 20 Marks)

Peer Assessment

Level 1

(Up to 12 Marks)

The Evidence shows:

Level 2

(13 to 14 Marks)

Level 3

(15 to 16 Marks)

Level 4

(17 to 20 Marks)

Assess the work of the members of the class as individuals and in their groups

-Does not pay attention to how other students work when given class time to do so

-Does not assess any student’s portfolio on a regular basis

-There are no written assessments and comments given to the student

-Shows no evidence of assessing the group product and productivity

-Does not contribute to the project Post-Mortem document regarding the Product project

-Seldom pays attention to how other students work when given class time to do so

-Barely assessed the student’s portfolio

-Assessed fewer than 3 student unit portfolios during the course

-There are limited written assessments and comments and they are vague and unfocused or difficult to understand

-Shows limited evidence of assessing the group product and productivity -- performed only one review

-The contributions to the Post Mortem document are superficial or trivial

-Frequently pays attention to how other students work when given class time to do so

-Assessed the student’s portfolio critically

-Assessed at least 3 student unit portfolios during the course

-The written Assessments and comments are substantial, honest and understandable

-Carefully assessed the productivity of the group and compliance of the group product on at least 2 occasions

-The contributions to the Post Mortem document are insightful, significant and show a modest understanding of the implementation of a Quality Management system

-Very observant of how other students work when given class time to do so

-Takes thorough notes of students’ daily work habits

-Assessed the student’s portfolio from an analytical perspective

-Assessed at least 4 student unit portfolios during the course

-The written assessments and comments are clear and provide valuable constructive criticism and feedback

-Shows abundant and careful use of the Evaluate thinking skill -- to judge something against specified criteria

-Carefully assessed the productivity of the group and compliance of the group product on at least 3 occasions

-Contributions to the Post Mortem document are insightful, significant and include at least two valuable checklists

-Contributions to the Post Mortem document show a good understanding of the implementation of a Quality Management system. At least one additional proposed Test is specified with test criteria and a simple method of test.

Protocol Creation -- Completion of Learning

Rubric for Protocol Creation -- Completion of Learning (DBM-RU-3010)

(For a given topic, note that rubrics for Basic Understanding, Application, Procedures and Communication also generally apply)

(SOR = Student Output Record)

Expectation

(Out of 20 Marks)

Protocol Creation and Use

Level 1

(Up to 12 Marks)

The Evidence shows:

Level 2

(13 to 14 Marks)

Level 3

(15 to 16 Marks)

Level 4

(17 to 20 Marks)

Synthesize or refine and use a written protocol to ensure personal completion of all Expectations and learning in all Ten Concepts of Technological Education.

The criteria are:

1-The table, “Expectations, Evidence and Assessment Summary” is used as is or is improved by the student

2-The above table is placed in the Student Portfolio document.

3-The student completes the above Summary Table by making Portfolio page number or other coded references to their personal output or evidence of learning that corresponds to the Expectation

4-The written evidence of learning (SOR) or student output record that corresponds to each Expectation is stored in the student portfolio. Reference to the Expectation Code# is required.

5-Design Process Matrix

-does not have a Stu_Name_Portfolio.doc file for this unit

-does not have a Table such as “Expectations, Evidence and Assessment Summary” to track the achievement of the expectations

-does not have a Design Process Matrix showing the Ten Concepts of Tech Education

-Student has a Stu_Name_Portfolio.doc file for this unit with at least 4 personal output entries

-has a Table such as “Expectations, Evidence and Assessment Summary” to track the achievement of the expectations, but the table is less than half complete

-has a Design Process Matrix showing learning against the Ten Concepts of Tech Education but the table is less than half complete only

-Student has a Stu_Name_Portfolio.doc file for this unit with at least 5 personal output entries

and

-has a Table such as “Expectations, Evidence and Assessment Summary” to track the achievement of the expectations but the table is less than 75% complete

-has a Design Process Matrix showing learning against the Ten Concepts of Tech Education but the table is less than 75% complete only

Complies with Level 3 and:

-Unit portfolio includes at least 6 personal output entries in a logically organized fashion

-Each portfolio entry has a unique identity code (eg SOR10)

-Expectation Summary table is accurately completed -- each expectation line-item makes reference to the Portfolio page number or to the SOR number

-Design Process Matrix showing learning against the Ten Concepts of Tech Education across columns for Physical Product, Human Process and Stewardship / Impacts is accurately completed -- each cell makes reference to the Portfolio page number or to the SOR number of the evidence of learning