The Grade 11 IB Design Technology HL/SL rubric provides a structured framework for assessing student performance in the Design Technology course; aligning with the International Baccalaureate’s emphasis on inquiry; innovation; and practical application. The rubric evaluates students across key criteria; including investigation; planning; creation; and evaluation; ensuring a comprehensive approach to design thinking and problem-solving. Through the investigation criterion; students develop critical research skills by analyzing design problems; identifying user needs; and exploring existing solutions. This fosters an understanding of real-world contexts and encourages evidence-based decision-making. The planning criterion assesses students’ ability to generate feasible design specifications and detailed action plans; promoting logical sequencing and time management. The creation criterion focuses on the practical execution of designs; where students demonstrate technical proficiency; craftsmanship; and adaptability. This hands-on component reinforces iterative development; allowing students to refine their work based on feedback and testing. Finally; the evaluation criterion requires students to critically assess their final product against the initial specifications; reflecting on strengths; limitations; and potential improvements. This metacognitive process enhances self-assessment skills and encourages lifelong learning. By engaging with the rubric; students gain a holistic understanding of the design cycle; from conceptualization to realization. The structured assessment criteria support differentiated learning; catering to both HL and SL students while maintaining academic rigor. Ultimately; the rubric prepares students for higher education and careers in design-related fields by cultivating analytical; creative; and technical competencies within a globally recognized educational framework.
