• MYP Design challenges all students to apply practical and creative thinking skills to solve design problems; encourages students to explore the role of design in both historical and contemporary contexts; and raises students’ awareness of their responsibilities when making design decisions and taking action. “

    Design Criteria

    MYP design courses assess student performance using four equally weighted criteria. These criteria must each be assessed at least twice each year of the MYP. 

    Criterion A

    Inquiring & Analyzing

    maximum 8

    Criterion B

    Developing ideas

    maximum 8

    Criterion C

    Creating solutions

    maximum 8

    Criterion D

    Evaluating

    maximum 8

     Each of the criteria has a possible nine levels of achievement (0-8). The teacher uses a holistic rubric for each of the criteria which is divided into four achievement bands. These bands describe student performance as limited (1-2), adequate (3-4), substantial (5-6); and excellent (7-8). Teachers use the descriptors at each band to make a “best-fit” judgment as to which best describes the student’s progress and achievement. The teacher must clarify for students what the specific expectations for each task are through an oral discussion, or a checklist of skills, or task-specific clarifications that further define the published criteria.  

     During the five years of the students’ experience in MYP Design, it is expected that students will acquire new skills as well as hone and further develop those already practiced and mastered Teachers use rubrics appropriate to each of the MYP year which increase in sophistication, depth, and expectation over the five years, moving students from design challenges which may be contrived and very teacher guided, to design problems that are real life problems solved for particular audiences and are done much more independently. Design projects must be evaluated using all four of the design criteria.


    Middle Years Programme Design Guide. Cardiff: International Baccalaureate Organization (UK), 2014. 4, 28-31.