Assessment task matrix

State/Territory selection

Idea generation

1 Description

2 Preparation

3 The task

4 Formative action

5 Annotated worksamples

TASK RESOURCES

• Design brief and developing criteria worksheet (doc, 48kb)
• Gathering and analysing information worksheet (doc, 34kb)

The task

There are five parts to the task:

1. Students list five key areas of consideration or priorities for the design brief. They note these on the Design brief and developing criteria worksheet (doc,19kb) provided. From these they develop five criteria or questions that can be used to assess the suitability of the design ideas they will develop. At least one question should relate to social, ethical or environmental considerations.
    
2. Students reflect on the investigation they have undertaken in relation to the brief and explain what they have learnt from it that will impact on their design ideas. They use the Gathering and analysing information worksheet (doc,15kb) provided for this.
    
3. They then generate at least three ideas that will address the brief. Ideas need to clearly address the key areas of consideration. Students can choose the most appropriate method for communicating ideas. Methods could include (but should not be not restricted to):
   
   • thumb nail sketches
   • three-dimensional drawing (pictorial and/or perspective)
   • two-dimensional drawing (orthogonal)
   • storyboards
   • models
   • lists
   • systems diagrams
   • concept maps
   • rendering
   • CAD or other drawing software
   • annotations.
   Remind them that they need to be able to provide enough information in the ideas for the assessor to see that the brief has been addressed. Have them number their design ideas.
    
4. Students use the design brief and questions sheet to analyse whether their design ideas address the design brief. Using this as the basis for making decisions about the suitability of their design ideas they then refine their ideas until they have an option for which they are happy to develop a management/production plan. They clearly indicate which option this is. Encourage them to discuss their design ideas with their peers and teacher to gather feedback on ways in which they can be refined.
    
5. Students develop a simple procedural/production plan as a guide for making the product. The plan needs to include:
   
   • task
   • materials and components
   • tools, equipment, software
   • time
   • any safety considerations.