Formative action

Using assessment to improve student learning

The information gained about student skills, knowledge and understanding can be used by teachers to shape future learning and teaching. Teachers could use the diagnostic grid (doc,19kb) to record student performance on each of the success criteria, thus obtaining a snapshot of those areas in which students will need further instruction. The teaching and learning activities that follow are also related to each of the success criteria and suggest some ways in which teachers could consolidate or extend performance. Click here (doc,20kb) to view how the grid could be completed.

Teaching and learning activities

Ability to identify key aspects of the design brief and develop appropriate criteria for evaluating design ideas

If students performed at a low level on this aspect of the task, provide them with opportunities to identify key aspects of a range of different briefs. This could be done individually and then individuals share and discuss their findings with one or more people, explaining why they identified particular aspects, and/or once aspects of the brief have been identified they work in pairs to consider what sorts of questions (criteria) could be developed to reflect a key aspect of the brief.
If students performed at a high level on this aspect of the task, ask them to identify which key aspects they think are the most important in terms of design (eg design priorities) and explain why.

Ability to describe the findings of the investigation and explain how it will help to inform design ideas

If students performed at a low level on this aspect of the task, have them choose an area they are interested in to investigate. Ask them to use one source and then identify three main things that they found out.
If students performed at a high level on this aspect of the task, have them identify one particular point or area that they identified that would have an impact on design ideas and explore this area further by using a new or different source.

Ability to generate ideas to address the design brief

If students performed at a low level on this aspect of the task, provide them with opportunities to generate ideas in response to a challenge. Challenges can be fun and they do not need to be followed through to realisation. Therefore they can be fanciful, with the main focus being on idea development, rather than their practical application. Students could be allowed to choose the medium they wish to use to generate ideas.
If students performed at a high level on this aspect of the task, they could be given a new variable or constraint to incorporate into their design ideas.

Ability to assess the suitability of the design ideas by applying the appropriate design criteria developed

If students performed at a low level on this aspect of the task, have them develop criteria for one or more new briefs. They do this individually initially and then share with one or more peers. Students compare criteria and then negotiate until the pair/group has established criteria that they are both/all happy with.
If students performed at a high level on this aspect of the task, have them develop additional criteria to address the same brief and/or develop a set of criteria that can be used to have someone else (eg a client, observer, peer) evaluate the product and processes and/or have them develop a survey that relates to one or more social, ethical and/or environmental issue. They use this to ask students in other classes about the suitability of their design option/s in terms of the issues/identified.

Ability to select or develop a final design idea and justify selection

If students performed at a low level, provide opportunities for students to analyse and provide feedback on each others' work. They could be provided a sheet with the established criteria, check their peers' ideas against the criteria and then provide feedback to their peer about ways in which the idea could be modified to better address the design brief. Ensure that they are asked to justify their suggestions.
If students performed at a high level, have them develop several new criteria and consider the impact that these would have on their product. They then note ways in which they could modify their product to address these new criteria.

Ability to clearly and effectively communicate design ideas using relevant communication techniques

If students performed at a low level, provide opportunities for them to develop skills in communicating ideas using a range of communication techniques and media. Students could be given an actual product and they draw it using a range of techniques. Initially products could be quite simple in shape. As students become more confident the products can become more complex.
If students performed at a high level, have them communicate their final design idea in several ways. For instance, if they have already completed a rendered drawing they could:
(a) develop a two-dimensional representation of their idea, and possibly render the 2D drawing and/or
(b) render using a new medium or several mediums and/or
(c) develop a sectional drawing and/or
(d) prepare an accurate scale drawing.

Ability to develop a clear, comprehensive and logically sequenced production plan

If students performed at a low level on this aspect of the task, encourage them to review their plan and add additional information and/or rearrange the information provided in it. This can be done as a cut and paste (or electronically). Have them highlight in a different colour the information that they added later.
If students performed at a high level on this aspect of the task, have them prepare a summary of all the materials/components required, including the quantity of each. They could also prepare a costing list of all the materials/components required.

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