- Has the student covered the design criteria?
Make that explicit
- Has the student been able to visualise their design and use an appropriate communication method to show process?
Model how the design cycle will work and how I want them to document working. Use ICT in documenting designs and process, as well as on paper.
- Is the design purposeful, functional?
Explicitly teach what makes a design functional and purposeful in this context.
Lightweight, balanced, able to fall from a height, not fall apart, insulated.
- Are the materials suitable?
Lightweight? Solid, not flimsy. Well put together.
- Has the student been able to use tools and processes and manufacturing methods?
- Has the student been able to trial/test their working design?
- Has the student made relevant modifications based on the trial?
- Has the student engaged in discussion and communication about their trial, and resolved ideas and justified decisions?
- Has the student sought feedback, and made regular progress in their production plan?
- Can the student evaluate the final design product?
- Can the student come up with detailed recommendations on the end product?
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