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Assessment Task Sheet

Australian International Academy, Kellyville

Name:
Year Level:
7
Glorious Food Unit 1
DUE DATE:
and Analysing

Subject: Design Technology


(Week 1, Term 2)

TITLE: Food
CRITERIA A: Inquiring

CRITERIA B: Developing ideas


Task Description:
Goal:

Your task is to use your understanding of the key concept Communities to complete an investigation into
different types of recipe books that represent multicultural cuisines.

The goal is to select a target audience and conduct an investigation into recipes that our school
community may enjoy creating.

Develop ideas through the use of your design journal by reflecting on the multicultural nature of our school
community.

You will be creating two recipe pages which, as a collective, will make up a whole class recipe book. These
will be created using Microsoft publisher. Please consider the following points when putting together your
recipe pages;
Overall design
o Have I used contrast in my design?
No, the colours in my design do not contrast much with each other to create a pleasing design.
o Is all text visible and easy to read?
Yes, all of the text in my recipes and stories are easy to read.
o Does all content fit on the page (Check by viewing through print preview)
My two recipes in the PDF format do not fit the whole page, although in other formats they do. However,
my two stories fit the page perfectly in all formats.
o Is the recipe page eye catching?
No, I dont think my recipe page is eye catching because it has a very basic, plain and simple design. I
wish I had more freedom to edit and express myself in the design.
Content
o Is the title of my dish clear?
Yes, for both recipes I have added the recipe title in a clear, large font at the top of the page.
o Have I clearly explained the ingredients and amounts required?
I have most of the time clearly explained the ingredients and amounts required.
o Have I explained the process of making the dish is a clear way?
I have most of the time clearly explained the process of making the dish.
o Is there an image of what the finished dish should look like?
Yes, for both recipes I have added an image of what the finished dish should look like.
o Have I mentioned the cultural origin of the dish?
Yes, I have mentioned the cultural origin of the dish in the recipe. I did
this by adding the flag of the country that the dish mainly originates
from.
I have also explained in further detail the cultural origins of the dish in
the story.

BOS Outcomes:
Assessment Tasks

Task Rubric

4. 1, 4.2, 4.4, 4.5, 4.6

MYP Programme
Australian International Academy, Kellyville 2016
ASSESSMENT TASK RUBRIC
STUDENT NAME:
YEAR LEVEL: 7 SUBJECT: Design Technology
CRITERI
A
LEVEL
0

Criteria A

TERM: 1

Inquiring and analysing

LEVEL DESCRIPTORS

TASK INDICATORS

The student does not reach a standard described by


any of the descriptors given below.
The student:

did not complete any of the items below.

i. states the need for a solution to a problem

ii. states some of the main findings of relevant

1-2

research.

i.

The student:

your design journal.

You stated the research required and what you


discovered during your research.

You outlined one current design product that


inspired your idea.

You developed a basic design brief in your design


journal.

The student:

You explain why you make your product in your

i. explains the need for a solution to a problem


ii. constructs a research plan, which states
and prioritizes the primary and secondary
research needed to develop a solution to the
problem, with some guidance
iii. describes a group of similar products that
inspire a solution to the problem
iv. develops a design brief, which outlines the
findings of relevant research.

5-6

The student:

design journal.

You produced a research plan required and what

you discovered during your research.


You outlined one current design product that
inspired your idea.
You developed a basic design brief in your design
journal.

You explain and justify why you make your

i.

7-8

You state why you will make your product in your


design journal.
You stated what you discovered during your
research.

You outline why you will make your product in

ii. outlines the need for a solution to a problem


iii. states the research needed to develop a
solution to the problem, with some
guidance
iv. outlines one existing product that inspires
a solution to the problem
v. develops a basic design brief, which
outlines some of relevant research.

3-4

UNIT: Food Glorious Food Unit 1

explains and justifies the need for a


solution to a problem
ii. constructs a research plan, which states
and prioritizes the primary and secondary
research needed to develop a solution to the
problem independently
iii. analyses a group of similar products that
inspire a solution to the problem
iv. develops a design brief, which presents the
analysis of relevant research.

product in your design journal.

You produced a research plan required and what

you discovered during your research. You used


primary and secondary sources.
You analysed a number of current design product
that inspired your idea.
You developed a detailed design brief in your
design journal.

TEACHER ASSESSMENT

Teacher: Mr Howell

Assessment Tasks

Student:

Task Rubric

CRITERI
A
LEVEL
0

Criteria B

Developing ideas

LEVEL DESCRIPTORS

TASK INDICATORS

The student does not reach a standard described by


any of the descriptors given below.
The student:
I.
II.

1-2

III.

lists a few basic success criteria for the


design of a solution
presents one design idea, which can be
interpreted by others
creates incomplete planning
drawings/diagrams.

II.

3-4

III.
IV.

constructs a list of the success criteria for


the design of a solution
presents a few feasible design ideas, using
an appropriate medium(s) or explains key
features, which can be interpreted by others
outlines the main reasons for choosing the
design with reference to the design
specification
creates planning drawings/diagrams or lists
requirements for the chosen solution.

The student:
I.
II.

5-6
III.
IV.

develops design specifications, which


identify the success criteria for the design of a
solution
presents a range of feasible design ideas,
using an appropriate medium(s) and explains
key features, which can be interpreted by
others
presents the chosen design and outlines the
main reasons for its selection with reference
to the design specification
develops accurate planning
drawings/diagrams and lists requirements for
the creation of the chosen solution.

The student:
I.
II.

7-8

III.
IV.

Uses design journal to list ideas.


Creates one design idea little explanation.
Creates design drawings that are basic and
incomplete.

Uses design journal to construct design


solutions.
Creates a few design ideas with some
explanation of key features of product.
Decides on design with reference to design
specification.
Creates design drawings that include how
product is to be made and why it provides a
solution.

The student:
I.

did not complete any of the items below.

develops a design specification which


outlines the success criteria for the design of
a solution based on the data collected
presents a range of feasible design ideas,
using an appropriate medium(s) and
annotation, which can be correctly
interpreted by others
presents the chosen design and outlines
the reasons for its selection with reference to
the design specification
develops accurate planning
drawings/diagrams and outlines
requirements for the creation of the chosen
solution.

Uses design journal to construct design


solutions which address the purpose of
design.
Creates a range of design ideas with some
explanation of key features of product.
Presents chosen design with reference to
design specification.
Develops accurate design drawings /plan that
include how product is to be made and why it
provides a solution.

Uses design journal to construct design


solutions which clearly outline the purpose of
design.
Presents a range of design ideas with some
explanation of key features of product.
Presents chosen design and clearly outlines
the reasons for the selection.
Develops accurate design drawings /plan that
include an outline of how product is to be
made and why it provides a solution.

TEACHER ASSESSMENT

Assessment Tasks

Task Rubric

Teacher: Mr Howell

Assessment Tasks

Student:

Task Rubric