HI+Evaluate

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If time and resources allow, implement this idea and report on your findings.=====

GROUP
===EVALUATE TASK 2: Evaluate your final product against the design specifications from the design brief investigation stage.=== Remember, that a good evaluation does not just state what is good or bad, but provides support for the opinion. This evaluation MUST also include details on what you would do differently in the future regarding your PRODUCT. This can include what you would like to do if you had more/different time, resources, etc. This evaluation must also include reference to how your product could impact others in a positive or negative way.

INDIVIDUAL
===EVALUATE TASK 3: Evaluate //your// working process through each stage of the design cycle.===

====This evaluation must include comments on the INVESTIGATION, DESIGN, PLANNING, and CREATION stages of the process. Remember, that a good evaluation does not just state what is good or bad, but provides support for the opinion.This evaluation MUST also include details on what you would do differently in the future regarding your PROCESS. This can include what you would like to do if you had more/different time, resources, etc.====

** INDIVIDUAL **
===**EVALUATE TASK 4: Evaluate //each of your fellow group members'// working process through different stage of the design cycle.**===

This evaluation can include comments on the INVESTIGATION, DESIGN, PLANNING, and CREATION stages of the process. Remember, that a good evaluation does not just state what is good or bad, but provides support for the opinion. This evaluation will be confidential.

INDIVIDUAL
** Criterion E: Evaluate ** Maximum: 6 Students are expected to evaluate the product/solution against the design specification in an objective manner based on testing, and to evaluate its impact on life, society and/or the environment. They are expected to explain how the product/solution could be improved as a result of these evaluations. Students are expected to evaluate their own performance at each stage of the design cycle and to suggest ways in which their performance could be improved.
 * ** Achievement level ** || ** Level descriptor ** ||
 * 0 || The student does not reach a standard described by any of the descriptors given below. ||
 * 1–2 || The student evaluates the product/solution or his or her own performance. The student makes some attempt to test the product/solution. ||
 * 3–4 || The student evaluates the product/solution and his or her own performance and suggests ways in which these could be improved. The student tests the product/solution to evaluate it against the design specification. ||
 * 5–6 || ** The student evaluates the success of the product/solution in an objective manner based on the results of testing, and the views of the intended users. The student provides an evaluation of his or her own performance at each stage of the design cycle and suggests improvements. The student provides an appropriate evaluation of the impact of the product/solution on life, society and/or the environment. ** ||