For the drone build assignment, students were to research various forms of aviation and explore

how an authentic design of there could assist with a problem in either:

a) Education
b) Health and Wellness
c) Technology development

There are three rubrics for this drone build assignment.

a) Student Self-Reflection rubric

b) Judges Rubric
c) Teachers IB Rubric

The reasoning for the three types of rubrics are justifiable. I do not want to confuse the students
or the judges who came in to assess the projects. There for those two rubrics mirror one another.
It uses simple language with minimal educational jargon. The biggest difference is the students
needed to provide justifications for why they deserve high marks in any one of the criteria. The
judges form did not. This also proved as a checklist for the students as they would be assessed on
the same rubric from the judges. In addition, the judges form has an area for them to provide
feedback on the strengths and areas for improvements. I felt this to be very valuable for the
students because they are getting feedback from a new voice and someone in a field they may
want to be part of one day.

My rubric was the IB design rubric. This was year one of the certification process and as students
and staff get more adept at the IB vernacular, I will design IB rubrics to mirror the student’s self-
reflection and judges’ forms. However, I felt this grading method, along with the conceptual
understanding of how to design and build a drone would be a bit overwhelming especially in
year one of both the IB program and drone technology program.
Name:

Group Name:

Project Title:

Student Self-evaluation document

1) We clearly defined a problem or need

Yes / No
Explanation:
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2) We set specific design criteria to build our project and explained the constraints
Yes / No
Explanation:
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3) We demonstrated the design process and developed multiple solutions before choosing
our final design
Yes / No
Explanation:
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4) We tested our design, analyzed the results, and made adjustments
Yes / No
Explanation:
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5) We kept a detailed journal so we can revisit our design process or someone else can pick
up where we left off.
Yes / No
Explanation:
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6) Our design and presentation is original, clear, aesthetically pleasing, and easy to
understand.
Yes / No
Explanation:
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WMMS – Student flight design project
Group Name:
Project Title:
Define A Problem Or Need
The purpose is clearly and
succinctly stated. It may be
an improvement or a new
design.
Design / Criteria
Design criteria are requirements
that the student specifies that
will guide the development of
the design.
Prepare Preliminary
Designs Does the student
clearly understand the design
that was developed and used?
Does the student consider
multiple solutions?
Build, Test And Retest
A Prototype
Students will need to test and
retest their design noting any
adjustments and making
design changes as needed.
Analysis And Evaluation
Of
The Design
To what degree does has
the design been developed
Judges Name:
1=No need or problem is stated.
2=Poorly written Problem Statement or unclear focus.
3= Well-stated problem or need however approach to the design taken from
a source.
4=Original and unique project that addresses or solves a real need and has
a good approach. Clear logical objective that is succinctly stated.
1=No design criteria or specifications of design listed.
2=Poor design criteria or constraints outlined.
3=Minimal design criteria may be incomplete in scope or constraints.
4=Complete design criteria outlined, design is clear and constrains are
clearly outlined
1=No initial design provided.
2=No iteration of the design process is considered and some sketches
are evident.
3=Multiple iterations of the design solutions are considered. Sketches,
models and dimensional drawings are shown.
4=Multiple solutions are generated and alternatives seriously considered.
Criteria for rejecting alternatives are well stated and used. Quality
sketches, models, and two-dimensional drawings are evident and their use
is apparent.
1=No test or prototype evident.
2=A prototype has been created yet tested only a minimal number of times.
3=The prototype has been tested multiple times however adjustments
and changes are not made.
4=The prototype has been tested multiple times and adjustments and
changes have been noted and logical corrections made.
1=No written narrative or analysis or evaluation.
2=Analysis of design may not be logical or may not mention the criteria
used for success.
3=Analysis of the design solution is logical and there is some mention
of economic and ecological feasibility.
4=Analysis is logical and there is good analysis of economical and
ecological feasibility and or scale in the application of the design solution.
Subtotal front
WMMS – Student flight design project

Notebook (s) 1=Very little degree of originality and or complexity.

Students write in their own
words, (recognizable inventive
spelling is acceptable). Includes
original illustrations and
thoughts.
2=Some relevance to real world application but low degree of originality
or complexity.
3=Some originality (changing a variable or two), or complexity, may or
may not relate to real world yet not identified by the student.
4=A degree of originality, complexity, and has real world application to
broader scientific principles and innovative.

Display Attributes 1=Poor quality of display with little attention to detail.

Attractive, clear, legible and in 2=Average quality but board organization hinders communication.
appropriate order. 3=Good quality – but the addition of more components would
Workmanship on the design is improve communication or layout hinders communication.
thorough and attention to detail 4=Superior display – layout and organization facilitates communication.
is noted.
1=Very little degree of originality and just building from found directions.
2=Some relevance to real world application but low degree of originality
Overall Quality
or complexity.
To what degree does this project
3=Some originality (changing a variable or two), or complexity, may relate
relate to broader scientific
to real world yet not identified by the student.
principles and real world
4=A degree of originality, complexity, and has real world application to
applications, is original or has
broader scientific principles and innovative.
an innovative approach to the
topic or shows a high degree of
complexity.

Subtotal back

TOTAL POINTS

Judges Feedback: In your professional opinion, what are your thoughts and some
constructive criticism you could provide the students. What are their strengths and
what are some parts of the project they can work on?
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