Command terms are a crucial part of MYP DESIGN assessment, and for a student &/or teacher to have a good understanding of the command terms will mean success in the assessment tasks.
Design Command Terms:
Analyse = Break down in order to bring out the essential elements or structure
Construct = Display information in a diagrammatic or logical form
Create = To evolve from one’s own thought or imagination, as a work or an invention
Define = Give the precise meaning of a word, phrase, concept or physical quantity
Demonstrate = Make clear by reasoning or evidence, illustrating with examples or practical application
Describe = Give a detailed account or picture of a situation, event, pattern or process.
Design = Produce a plan, simulation or model
Develop = To improve incrementally, elaborate or expand in detail. Evolve to a more advanced or effective state
Evaluate = Make an appraisal by weighing up the strengths and limitations
Explain = Give a detailed account including reasons or causes
Identify = Provide an answer from a number of possibilities. Recognize and state briefly a distinguishing fact or feature
Justify = Give valid reasons or evidence to support an answer or conclusion
List = Give a sequence of brief answers with no explanation
Outline = Give a brief account or summary
Present = Offer for display, observation, examination or consideration
Prioritize = Give relative importance to, or put in an order of preference
State = Give a specific name, value or other brief answer without explanation or calculation
Summarize = Abstract a general theme or major point(s)
Criterion A Design Assessment (command terms)
0 ~ The Year 5 MYP student: The student does not reach a standard described by any of the descriptors below 1-2 ~ The Year 5 MYP student: i. states the need for a solution to a problem for a specified client/target audience ii. develops a basic design brief, which states the findings of relevant research 3-4 ~ The Year 5 MYP student: i. outlines the need for a solution to a problem for a specified client/target audience ii. outlines a research plan, which identifies primary and secondary research needed to develop a solution to the problem, with some guidance iii. analyses one existing product that inspires a solution to the problem iv. develops a design brief, which outlines the analysis of relevant research 5-6 ~ The Year 5 MYP student: i. explains the need for a solution to a problem for a specified client/target audience ii. constructs a research plan, which identifies and prioritizes primary and secondary research needed to develop a solution to the problem, with some guidance iii. analyses a range of existing products that inspire a solution to the problem iv. develops a design brief, which explains the analysis of relevant research 7-8 ~ The Year 5 MYP student: i. explains and justifies the need for a solution to a problem for a client/ target audience ii. constructs a detailed research plan, which identifies and prioritizes the primary and secondary research needed to develop a solution to the problem independently iii. analyses a range of existing products that inspire a solution to the problem in detail iv. develops a detailed design brief, which summarizes the analysis of relevant research
Criterion B Design Assessment (command terms)
0 >> The Year 5 MYP Design student: does not reach a standard described by any of the descriptors below 1-2 >> The Year 5 MYP Design student: i. lists some basic design specifications for the design of a solution ii. presents one design, which can be interpreted by others iii. creates incomplete planning drawings/diagrams. 3-4 >> The Year 5 MYP Design student: i. lists some design specifications, which relate to the success criteria for the design of a solution ii. presents a few feasible designs, using an appropriate medium(s) or annotation, which can be interpreted by others iii. justifies the selection of the chosen design with reference to the design specification iv. creates planning drawings/diagrams or lists requirements for the creation of the chosen solution. 5-6 >> The Year 5 MYP Design student: i. develops design specifications, which outline the success criteria for the design of a solution ii. develops a range of feasible design ideas, using an appropriate medium(s) and annotation, which can be interpreted by others iii. presents the chosen design and justifies its selection with reference to the design specification iv. develops accurate planning drawings/diagrams and lists requirements for the creation of the chosen solution. 7-8 >> The Year 5 MYP Design student: i. develops detailed design specifications, which explain the success criteria for the design of a solution based on the analysis of the research ii. develops a range of feasible design ideas, using an appropriate medium(s) and detailed annotation, which can be correctly interpreted by others iii. presents the chosen design and justifies fully and critically its selection with detailed reference to the design specification iv. develops accurate and detailed planning drawings/diagrams and outlines requirements for the creation of the chosen solution
Criterion C Design Assessment (command terms)
0 >> The Y5 MYP Design Student: does not reach a standard described by any of the descriptors below. 1-2 >> The Y5 MYP Design Student: i. demonstrates minimal technical skills when making the solution ii. creates the solution, which functions poorly and is presented in an incomplete form. 3-4 >> The Y5 MYP Design Student: i. constructs a plan that contains some production details, resulting in peers having difficulty following the plan ii. demonstrates satisfactory technical skills when making the solution iii. creates the solution, which partially functions and is adequately presented iv. outlines changes made to the chosen design and plan when making the solution. 5-6 >> The Y5 MYP Design Student: i. constructs a logical plan, which considers time and resources, sufficient for peers to be able to follow to create the solution ii. demonstrates competent technical skills when making the solution iii. creates the solution, which functions as intended and is presented appropriately iv. describes changes made to the chosen design and plan when making the solution. 7-8 >> The Y5 MYP Design Student: i. 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 ii. demonstrates excellent technical skills when making the solution. iii. follows the plan to create the solution, which functions as intended and is presented appropriately iv. fully justifies changes made to the chosen design and plan when making the solution
Criterion D Design Assessment (command terms)
Year 5 MYP Design
0 >> The student does not reach a standard described by any of the descriptors below. 1-2 >> The Y5 MYP Design Student: i. designs a testing method, which is used to measure the success of the solution ii. states the success of the solution. 3-4 >> The Y5 MYP Design Student: i. designs a relevant testing method, which generates data, to measure the success of the solution ii. outlines the success of the solution against the design specification based on relevant product testing iii. outlines how the solution could be improved iv. outlines the impact of the solution on the client/target audience. 5-6 >> The Y5 MYP Design Student: i. designs relevant testing methods, which generate data, to measure the success of the solution ii. explains the success of the solution against the design specification based on relevant product testing iii. describes how the solution could be improved iv. explains the impact of the solution on the client/target audience, with guidance. 7-8 >> The Y5 MYP Design Student: i. designs detailed and relevant testing methods, which generate data, to measure the success of the solution ii. critically evaluates the success of the solution against the design specification based on authentic product testing iii. explains how the solution could be improved iv. explains the impact of the product on the client/target audience.