# 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.

- Skill: `mothergoose508/ib-dt-revision` (Agent Skill, multi-file: 2 files)
- Install (CLI): `npx skillmds@latest add mothergoose508/ib-dt-revision`
- Raw SKILL.md: https://api.skillmd.com/api/skills/mothergoose508/ib-dt-revision/raw
- Safety review: pending
- Works with: Claude Code, Claude.ai, OpenAI Codex
- Category: Coding & Dev Tools
- Author: MotherGoose508 (https://skillmd.com/u/mothergoose508)
- Updated: 2026-09-21
- Page: https://skillmd.com/skills/mothergoose508/ib-dt-revision

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# 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.