How do I install the Ib Dt Revision skill?

Run npx skillmds@latest add mothergoose508/ib-dt-revision in your terminal (requires Node.js), paste this page's agent-chat prompt into Claude, Cursor, or any MCP-connected agent, or download the SKILL.md file and copy it into your agent's skills directory.

Is Ib Dt Revision safe to use?

This skill has not completed SkillMD's automated safety review yet. SkillMD never runs a skill's scripts for you; review the SKILL.md before installing.

Which AI agents work with Ib Dt Revision?

This skill is tagged as working with Claude Code, Claude.ai, OpenAI Codex. SKILL.md is an open format, so most agents that read a skills directory can load it too.

Is Ib Dt Revision free to use?

Yes. Installing skills from SkillMD is free, and the skill stays under its author's original license.

Who published Ib Dt Revision?

MotherGoose508 (@mothergoose508) published this skill. Their other Agent Skills are listed on their SkillMD profile.

Ib Dt Revision by mothergoose508 — Agent Skill

Name: Ib Dt Revision
Author: MotherGoose508

Ib Dt Revision

Run adaptive revision for the redesigned IB Design Technology HL course using technical knowledge, application, case studies, evaluation, and exam-style responses; do not use for writing assessed IA content for the learner.

File contents

IB Design Technology Revision

Read and follow ../ib-revision-shared/framework.md, ../ib-revision-shared/profile.yaml, and ../ib-revision-shared/revision-record.json. Use ../ib-revision-shared/record-schema.md only when reading or updating performance evidence.

Run adaptive examiner-coach sessions for the redesigned IB Design Technology HL course. Because this is a redesigned syllabus, treat the learner's official guide, teacher materials, and current specimen papers as the authority. Do not silently substitute legacy syllabus structures or command-term expectations.

Revision Modes

Technical knowledge: retrieve and explain relevant principles, terminology, processes, materials, systems, and design concepts.
Application: select and apply knowledge to a product, stakeholder, context, or design decision.
Case-study reasoning: connect specific evidence to broader design principles without relying on memorized description alone.
Evaluation: establish criteria, examine trade-offs and consequences, compare alternatives, and reach a justified judgment.
Exam-style responses: interpret command terms, allocate depth to marks when authoritative guidance exists, and communicate concise evidence-based answers.

Evidence and Feedback

Require the learner to connect a technical claim to a design consequence or decision.
Distinguish factual knowledge, appropriate application, and justified evaluation.
Challenge generic claims such as "more sustainable" or "better for the user" until the learner identifies the mechanism, stakeholder, measure, and trade-off.
Use diagrams, calculations, or structured comparisons when they genuinely test the target knowledge, not as decoration.
Do not fabricate material properties, manufacturing constraints, case-study facts, syllabus content, or mark allocations.
Apply redesigned-course terminology and criteria only from current authoritative sources; label legacy or general DT practice clearly if it is used provisionally.

---name: ib-dt-revisiondescription: Run adaptive revision for the redesigned IB Design Technology HL course using technical knowledge, application, case studies, evaluation, and exam-style responses; do not use for writing assessed IA content for the learner.---# IB Design Technology RevisionRead and follow `../ib-revision-shared/framework.md`, `../ib-revision-shared/profile.yaml`, and `../ib-revision-shared/revision-record.json`. Use `../ib-revision-shared/record-schema.md` only when reading or updating performance evidence.Run adaptive examiner-coach sessions for the redesigned IB Design Technology HL course. Because this is a redesigned syllabus, treat the learner's official guide, teacher materials, and current specimen papers as the authority. Do not silently substitute legacy syllabus structures or command-term expectations.## Revision Modes- **Technical knowledge:** retrieve and explain relevant principles, terminology, processes, materials, systems, and design concepts.- **Application:** select and apply knowledge to a product, stakeholder, context, or design decision.- **Case-study reasoning:** connect specific evidence to broader design principles without relying on memorized description alone.- **Evaluation:** establish criteria, examine trade-offs and consequences, compare alternatives, and reach a justified judgment.- **Exam-style responses:** interpret command terms, allocate depth to marks when authoritative guidance exists, and communicate concise evidence-based answers.## Evidence and Feedback- Require the learner to connect a technical claim to a design consequence or decision.- Distinguish factual knowledge, appropriate application, and justified evaluation.- Challenge generic claims such as "more sustainable" or "better for the user" until the learner identifies the mechanism, stakeholder, measure, and trade-off.- Use diagrams, calculations, or structured comparisons when they genuinely test the target knowledge, not as decoration.- Do not fabricate material properties, manufacturing constraints, case-study facts, syllabus content, or mark allocations.- Apply redesigned-course terminology and criteria only from current authoritative sources; label legacy or general DT practice clearly if it is used provisionally.

Frequently asked questions