(Component 2), explain what you did as a team, why it worked or didn’t work, and how you could improve your team’s performance. Specifically address these issues with respect to (1) the engineering design process; (2) teamwork; and (3) design communication.

(Suggested correct answer: A correct answer will include a discussion of actions and occurrences in the group, explain why things were effective or not, and propose improvements in the team design process in six areas: customer focus, management of the design process, assignment of roles/responsibilities, management of task/ time, oral/team dynamics, and writing the team log.)

Committee Observations

The multiple forms of assessment and open format provide a broad exploration of what students know about the design process. Although intended for a highly focused audience of baccalaureate engineering students, this assessment could also be used for teachers, high school students, and perhaps even middle school students. The reflective essay may be the most valuable part of the assessment, because it encourages metacognition but does not require specific jargon for a positive evaluation. However, this instrument does not require knowledge transfer, which seems to disconnect it from a real-world design situation. Students could perform well on this assessment without believing in any of the lessons of teamwork or the design process. That is, by memorizing jargon and the school-learned steps of the design process, a student could do well without demonstrating higher order thinking skills.

Design Technology (Higher Level)



International Baccalaureate Organization, Geneva, Switzerland


Student achievement (part of qualification for diploma)

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