Designing for a Client – Level 6 Sample Unit

Assessment

The Victorian Essential Learning Standards support a combination of assessment practices:

Assessment of learning (summative)
Assessment for learning (formative)
Assessment as learning (formative).

The assessment tasks in this unit focus on collection of evidence of student learning for summative purposes. Some components could also be used to support assessment for learning and assessment as learning.

Assessment guide

When assessing student achievement, assessment criteria can be developed from relevant standards and associated tasks or activities. The table below shows the assessment criteria related to the assessment task/s and relevant Standards and the expected evidence to be used as the basis for assessment.

The table can also be used to assist teachers to make judgments about whether students are working at the standard (achieved the Standard), progressing towards the standard (have not met expectations of the Standard) or progressing beyond the Standard (have exceeded expectations of the Standard) for specific assessment criteria. It is provided as a guide only and may be adapted or modified to suit particular classrooms and/or student reporting.

See the Teaching, learning and assessment advice for advice on developing rubrics.

Assessment Task: Designing for a client

Evidence	Element of the standard	Assessment criteria	Progressing towards the standard	At the standard	Progressing beyond the standard
Communication – Presenting
All written materials Activity (2–6)	… use subject-specific language and conventions in accordance with the purpose of their presentation to communicate complex information.	Ability to use appropriate terminology correctly and consistently in all facets of the design process.	Limited and/or inconsistent use of appropriate terminology.	Use of appropriate terminology consistent with purpose.	Use of appropriate terminology integral to development of ideas and purpose.
Personal Learning – Managing personal learning
Written reflection on time allocation (Activity 6)	… allocate appropriate time and identify and utilise appropriate resources to …complete tasks, including learner -directed projects within set timeframes.	Ability to effectively forecast and manage their time.	Limited ability to forecast time required for making the product.	Based on research able to forecast time required for making the product and make adjustments as required.	Efficient allocation of time, including analysis of production processes and modifications.
Design, Creativity and Technology (DCT) – Investigating and designing
Design brief pro forma (Activity 2)	… identify considerations and constraints within a design brief.	Ability to make links between design brief and considerations and constraints.	Limited understanding of the components of the design brief.	Make clear links between design brief and considerations and constraints.	Extensive range of relevant considerations and constraints.
Evaluation criteria on design brief pro forma (Activity 2)	… identify a range of criteria for evaluating their products and/or technological systems.	Ability to identify a range of criteria for evaluating their products.	Some criteria listed.	Range of criteria demonstrating relevance to design brief considerations and constraints.	Extensive range of criteria demonstrating high level of relevance to design brief considerations and constraints.
Annotated drawings (Activity 4)	… generate a range of alternative possibilities.	Ability to generate a range (3) of alternatives to address requirements of the design brief.	Alternatives have annotations that show a limited understanding of the requirements of the design brief.	Alternatives have relevant annotations that explain the requirements of the design brief.	Alternatives have annotations that demonstrate a sophisticated knowledge of the requirements of the design brief.
Written justification of preferred optionn (Activity 4)	… justify their preferred design option, explaining how it provides a solution to the problem.	Ability to give reasons for selection of the preferred design option.	Reasons that show a limited understanding of the requirements of the design brief.	Reasons that show a clear understanding of the requirements of the design brief.	Sophisticated justification for selection of the preferred option.