Description
Nature of the assessment task
This assessment task focuses on students' reflection on their learning and learning processes throughout a design project, considering what changes or modifications could be made to these and the impact that this might have on the design outcome.
The success criteria for the completed assessment task are:
- an ability to evaluate/critique how well the design solution addresses the design brief
- an ability to consider social and/or ethical and/or environmental issues which may impact on the product
- an ability to evaluate/critique the effectiveness of the processes followed
- an ability to suggest modifications to improve the product
- an ability to present a clear and appropriate evaluation report.
State and Territory Curriculum Connections
Australian Capital Territory
Activities leading to the assessment task involve students in aspects of Essential Learning Achievement 25.
The actual assessment task focuses on the Early adolescence band ELA25 (Technology): 25.EA.1 and 25.EA.10.
In addition, the task may involve aspects of ELA3 (Interdisciplinary).
New South Wales
Activities leading to the assessment task itself could be used in design projects in any of the areas of study of the Technology (Mandatory) years 7 and 8 course.
The task itself focuses on Stage 4 Technology (Mandatory): Outcomes 4.6.1 and 4.6.2.
Northern Territory
Activities leading to the assessment tasks involve students in aspects of Designing, Producing and Critiquing.
The actual assessment task focuses on Band 4: Technology and Design: Designing De4.1 (Investigate) and De4.2 (Options); Producing Pr4.3 (Systems); Critiquing Cr4.1 (Evaluate), Cr4.2 (Impact) and Cr4.3 (Communicate).
In addition, the task and activities reflect aspects of EsseNTial Learnings Constructive Learner 2 and the cross-curricular perspectives of Literacy, Numeracy, Learning Technology and Environmental Perspectives; and cross-curricular links with Learning Technology and Science - Working Scientifically.
Queensland
Activities leading up to the assessment task involve students in aspects of Ways of working; Knowledge and understanding (Technology as a human endeavour; Information, materials and systems).
The actual task focuses on Technology Essential Learnings by the end of year 7: Ways of working; Knowledge and understanding (Technology as a human endeavour; Information, materials and systems).
South Australia
Activities leading to and the assessment task involve students in the Critiquing and Designing strands of the Design and Technology Learning Area.
The actual task focuses on Standard 4 Design and Technology: Designing 4.1 and Critiquing 4.2, 4.3; and Making 4.4, 4.5 and 4.6.
In addition, the task and activities reflect the following Essential Learnings: Futures; Thinking; and Communication.
Tasmania
Activities leading up to the assessment task involve students in aspects of Vocational and Applied Learning.
The actual assessment task focuses on Standards 4 and 5: Innovation and design (Understand and apply design principles, Research, plan and modify, Evaluate and reflect upon own work); Systems and processes (Appraise the work of others, Explore systems, materials and technologies); Applications and solutions (Identify and propose solutions, Plan a project outline, present and describe project outcomes).
Victoria
Activities leading up to the assessment task involve students in aspects of Design, Creativity and Technology.
The actual assessment task focuses on the standards for Level 5 Design, Creativity and Technology: Analysing, and Evaluating; Communication: Presenting.
Use of the student rubric provides students with an opportunity to manage their own learning. (Personal Learning: Managing personal learning.)
Western Australia
Activities leading up to the assessment task involve students in aspects of Technology process. Depending on the focus of the design brief they are also likely to address at least one of the Materials; Systems; or Information strands.
The actual task focuses on Level 4 Technology and Enterprise: Technology process TP4.1 and TP4.2.
In addition, the task and activities reflect aspects of the Overarching statements: 1, 2, 3, 6, 7, 10 and 12.
