Evaluating+your+IBO+work.

=Evaluation of IBO coursework.=

As a designer/maker best practice dictates that we MUST evaluate our work as a matter of course, Effectively evaluating exactly how things are designed, made and used helps us ensure we have an optimum solution to any given problem/senario and can help us to improve products/environments that already exist.

Constructive discontent is nothing more than an evaluation, successful incremental design is based on our ability to evaluate products/systems/environments, radical design can come about because someone is not happy with the results of a product/system/environmental evaluation).

Good evaluation skills give us a base to make good, informed and objective decisions about our work. Though it cannot guarantee success it does make it more probable.

Evaluations are basically based on tests of some description. These tests will take various forms and the results will require analysis before we can reach sound conclusions. Below are just some examples of testing that is done as part of an evaluation.

The IBO assessment for the evaluation you carry out on your project work is split into 3 sections. You MUST ensure that you address all these sections in your work.
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Evaluation
reference to the brief or research question. || Includes limited evaluation of procedures. || Makes some useful recommendations for improvement. ||
 * Levels/marks || Aspect 1 || Aspect 2 || Aspect 3 ||
 *  || Conclusion || Procedure || Recommendations ||
 * Complete/2 || Provides clear evidence of a valid conclusion that addresses the brief or research question || Includes comprehensive evaluation of procedures at each stage of the investigation or project. || Makes realistic recommendations for improvement. ||
 * Partial/1 || <span style="font-family: 'Comic Sans MS', cursive;">Provides a reasonable conclusion that makes
 * <span style="font-family: 'Comic Sans MS', cursive;">Not at all/0 || <span style="font-family: 'Comic Sans MS', cursive;">Provides no valid conclusion. || <span style="font-family: 'Comic Sans MS', cursive;">Includes no evaluation of procedures or procedures are teacher-directed. || <span style="font-family: 'Comic Sans MS', cursive;">Makes no valid recommendations for improvement. ||

<span style="font-family: 'Comic Sans MS', cursive;">**__Aspect 1: conclusion.__**
<span style="font-family: 'Comic Sans MS', cursive;">The validity of the solution to the problem should be evaluated, tested and justified using the specifications that have been developed throughout the project. Evidence may be provided via testing of a designed product and expert appraisal or astute interpretation of the various test results. conclusions must be drawn and justified even if they appear contradictory.

<span style="font-family: 'Comic Sans MS', cursive;">**__Aspect 2: procedure.__**
<span style="font-family: 'Comic Sans MS', cursive;">The suitability of chosen strategies at each stage of the project should be assessed taking into account available resources, including time. Students should not only state weaknesses, but also indicate how significant the weaknesses are. Procedures will also relate to testing the solution in relation to the specifications stated at the planning stage and gaining user research.

<span style="font-family: 'Comic Sans MS', cursive;">**__Aspect 3: recommendations.__**
<span style="font-family: 'Comic Sans MS', cursive;">Suggestions for improvements should be based on the weaknesses and limitations identified in aspect 2. Improvements may be presented in a variety of forms, such as drawings, a modified design specification, maufacturing specification etc. The modifications proposed should be realistic and clearly described. It is not sufficient to state that more precise equipment should be used or more time allocated. It is important that modifications for a designed prototype should consider changes to the design for scaling up production and to produce a design family of products.