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Prescott CollegeDesign & TechnologyAssessment in Accordance with Australian Curriculum, Year 7-8 BandContextThis document derives assessment criteria primarily from the stated Design and Technology achievement standards for the Year 7 and 8 band, but also from the Technologies learning area achievement standards for the Year 7 and 8 band. These assessment criteria are matched to the four stages of the Design Process (Investigate, Devise, Produce and Evaluate, or IDPE) plus the activities of communication and collaboration. They are also matched to the content descriptors from the Australian Curriculum. Some possible activities that may be performed, or tasks that may be completed, are listed for each assessment criteria so that teachers and students both have some understanding of how ability may be demonstrated for each. A rubric is presented with qualifier words to allow the assessment of each assessment criteria at an A to E grade.Years 7 and 8 Design and Technology Achievement StandardBy the end of Year 8, students explain factors that influence the design of products, services and environments to meet present and future needs. They explain the contribution of design and technology innovations and enterprise to society. Students explain how the features of technologies impact on designed solutions and influence design decisions for each of the prescribed technologies contexts.Students create designed solutions for each of the prescribed technologies contexts based on an evaluation of needs or opportunities. They develop criteria for success, including sustainability considerations, and use these to judge the suitability of their ideas and designed solutions and processes. They create and adapt design ideas, make considered decisions and communicate to different audiences using appropriate technical terms and a range of technologies and graphical representation techniques. Students apply project management skills to document and use project plans to manage production processes. They independently and safely produce effective designed solutions for the intended purposeYears 7 and 8 Technologies Learning Area Achievement StandardBy the end of Year 8, students explain how social, ethical, technical and sustainability considerations influence the design of innovative and enterprising solutions to meet a range of present and future needs. They explain how the features of technologies influence design and production decisions. Students make choices between different types of networks for defined purposes.Students explain a range of needs, opportunities or problems and define them in terms of functional requirements and constraints. They collect, authenticate and interpret data from a range of sources to assist in making informed judgements. Students generate and document in digital and non-digital form, design ideas for different audiences using appropriate technical terms, and graphical representation techniques including algorithms. They independently and safely plan, design, test, modify and create a range of digital solutions that meet intended purposes including user interfaces and the use of a programming language. They plan, document and effectively manage processes and resources to produce designed solutions for each of the prescribed technologies contexts. They develop criteria for success, including innovation and sustainability considerations, and use these to judge the suitability of their ideas, solutions and processes. Students use appropriate protocols when collaborating, and creating and communicating ideas, information and solutions face-to-face and online.Achievement StandardsInvestigateI1Explanation of factors, including features of technologies or social, ethical, technical and sustainability considerations, that influence the design of solutions.I2Explanation of contribution of design and technology innovations to society.I3Explanation of needs or opportunities.I4Development of criteria for success, including sustainability considerations.I5Collect, authenticate and interpret data to create and adapt design ideas.DeviseD1Creation of designed solutionsD2Make informed judgements of the suitability of ideas, designed solutions and processes.ProduceP1Application of project management skills and use of project plans to manage production processes.P2Independently and safely produce designed solutions.EvaluateE1Use of detailed criteria for success to evaluate ideas and designed solutions.E2Explanation of influence and impact that features of technologies have on design decisions and solutions. E3Evaluation of activities and processes used during designCommunicate and CollaborateC1Documentation and communication of work.C2Work collaboratively.Assessment CriteriaActivityContentAssessment CriteriaRubric QualifiersDemonstrated by:I1InvestigateACTDEK029Explanation of factors, including features of technologies or social, ethical, technical and sustainability considerations, that influence the design of solutionsAIn-depth and sophisticatedSocial effect statement (esp. w.r.t. SDA values)External factors that affect design (dimensions, cost, labour etc.)Ethical and moral considerations Ecological impact analysis. Ability to reduce, re-use, recycleInvestigate similar productsInvestigation, testing, analysis and understanding of material properties and characteristicsInvestigation, testing, analysis and understanding of capabilities and characteristics of tools and technologiesIdentification of hazards and understanding of risks associated with use of materials, tools and technologies – i.e. safetyInvestigation, estimation and analysis of possible failure modesBPerceptiveCThoughtfulDSuperficialELittleActivityContentAssessment CriteriaRubric QualifiersDemonstrated by:I2InvestigateACTDEK029Explanation of contribution of design and technology innovations to societyAIncisive and insightfulIdentify design and technology innovations that have shaped our present experiencesConsequences – desired vs. undesired, intended vs. unintendedTrace the history and development of design and technology innovations from past to presentCritique existing products and technologies – 5W,H,Q or other techniquesBPerceptiveCThoughtfulDSuperficialELittleI3InvestigateACTDEP035Explanation of needs or opportunities.ADiscerning and insightfulInvestigate and identify and explain need, opportunity, problem or challengeClarify functional requirementsIdentify and analyse constraintsBPertinentCSoundDSuperficialEAttemptedI4InvestigateACTDEP035, (ACTDEK 031 to 034)Development of criteria for success, including sustainability considerations.AComprehensive and discerningSocial, environmental and sustainability objectives Aesthetic requirements, including style, colour, them, presentation, etc.Dimensions and ergonomicsObjective quality requirementsProcess objectives – materials, ingredients, tools, equipment, technologies and techniquesHealthy eating objectivesBSubstantialCReasonableDSuperficialEAttemptedActivityContentAssessment CriteriaRubric QualifiersDemonstrated by:I5InvestigateACTDEP035, (ACTDEK 031 to 034)Collect, authenticate and interpret data to create and adapt design ideas.ADiscerning and sophisticatedCollect, authenticate and interpret data about materials, equipment, processes and technologies. Create design ideas that connect materials, equipment processes and technology to develop (multiple) concept designs and possible production processes and pathwaysBSubstantialCReasonableDPartialEAttemptedActivityContentAssessment CriteriaRubric QualifiersDemonstrated by:D1DeviseACTDEP036Creation of designed solutionsAComprehensive and thoroughDetailed and specific design information for a single design solution by (final versions of):Sketches and technical drawingsMaterials lists – type, quantity and dimensionsRecipes – ingredients, quantities and instructionsSchedules and project plansBSubstantialCReasonableDPartialEAttemptedD2DeviseACTDEP036, (ACTDEK 031 to 034)Make informed judgements of the suitability of ideas, designed solutions and processesAConvincing and sophisticatedUse of detailed design criteriaAssessment and selection of appropriate materials, including combinations of materialsAssessment and selection of appropriate tools, equipment and technologiesAssessment and selection of appropriate processes Analysis and reasoning as basis of selections based on information acquired by investigationRisk analysisBPertinentCReasonableDSuperficialEElementaryActivityContentAssessment CriteriaRubric QualifiersDemonstrated by:P1ProduceACTDEP037Application of project management skills and use of project plans to manage production processesAHighly efficient and independentFollow a pre-determined sequence / order of work Monitor progress Contingency planning (done in advance)Change management (deliberate, due to new ideas etc., after start of production)Adaptation of design or process in response to unexpected events (as they occur)BMostly efficientCOften efficientDSometimes efficientERarely efficientP2ProduceACTDEP037, (ACTDEK 031 to 034)Independently and safely produce designed solutions AHighly skilful and competentSkill with hand and machine tools. Skill with technology – 3D printer / vinyl cutter / etc.Safe working practicesProduct quality – dimensions, assembly, finishing, etc.BMostly skilfulCReasonably skilfulDSome skillELimited skillActivityContentAssessment CriteriaRubric QualifiersDemonstrated by:E1EvaluateACTDEP038Use of detailed criteria for success to evaluate ideas and designed solutions.AComprehensive and discriminatingCompare outcomes to the requirements and constraints of the brief in terms of:Social, environmental and sustainability objectives Aesthetic requirements, including style, colour, them, presentation, etc.Quantitative measures of performanceDimensions and ergonomicsObjective quality requirementsProcess objectives – materials, ingredients, tools, equipment, technologies and techniquesHealthy eating objectivesUser feedback analysis. SWOT analysis.BPerceptiveCReasonableDSuperficialELimitedE2EvaluateACTDEP038, (ACTDEK 031 to 034)Explanation of influence and impact that features of technologies have on design decisions and solutions.AAstute and insightfulExplanation of materials used, including combinations of materialsExplanation of tools, equipment and technologies usedExplanation of processes usedReflection of lessons learned – what to do the same or differently in the futureBPerceptiveCThoughtfulDSuperficialESimpleActivityContentAssessment CriteriaRubric QualifiersDemonstrated by:E3EvaluateACTDEP038Evaluation of activities and processes used during design AAstute and insightfulEvaluation of effectiveness of using structured IDPE design processEvaluation of use of investigation tools (mind maps, ACCESS FM etc.)Evaluation of design documentation (drawings, lists etc.)Evaluation of benefit obtained from documentation of production process.BPerceptiveCThoughtfulDSuperficialESimpleActivityContentAssessment CriteriaRubric QualifiersDemonstrated by:C1CommunicateACTDEP036Documentation and communication of work.AComprehensive and extensivePresentation materials, including:Sketches and technical drawingsMaterials lists – type, quantity and dimensionsRecipes – ingredients, quantities and instructionsSchedules and project plansMenus, posters, brochures, marketing materials etc.Presentations and multi-media productsDesign folioPrototypes Literacy and numeracyBSubstantialCReasonableDSomeEMinimalC2CollaborateACTDEP039Work collaboratively.AHighly appropriate and effectiveParticipation in / contribution to group activitiesBMostly appropriate and effectiveCReasonably appropriate and effectiveDPartially appropriate and effectiveEInappropriate or minimal effectivenessOverall GradeWhen reporting student achievements to parents, the levels of achievement used by Prescott College are as follows:A – Excellent achievement of what is expected at this levelB – Accomplished achievement of what is expected at this levelC – Competent achievement of what is expected at this levelD – Developing achievement of what is expected at this levelE – Beginning achievement of what is expected at this levelWhen determining the overall grade for a task, these same qualifiers should be used. Note that the overall grade for the task is an on-balance judgement of the student’s achievement measured against the achievement criteria, as described previously, that are set for the students to demonstrate. The overall grade is not necessarily calculated by finding a mathematical average, but rather by making an overall judgement.De Bono ColoursInvestigateWhite (Facts) / Yellow (Benefits)Devise Green (Creativity) ProduceBlue (Process)EvaluateRed (Feelings) / Black (Cautions)(See & )Appendix: Achievement Standard RubricsCopy these tables, either completely or just selected rows, to include in task documentation.Achievement Standard Rubric – LandscapeAchievement StandardABCDEI1Explanation of factors, including features of technologies or social, ethical, technical and sustainability considerations, that influence the design of solutions.In-depth and sophisticatedPerceptiveThoughtfulSuperficialLittleI2Explanation of contribution of design and technology innovations to society.Incisive and insightfulPerceptiveThoughtfulSuperficialSimpleI3Explanation of needs or opportunities.Discerning and insightfulPertinentSoundSuperficialAttemptedI4Development of criteria for success, including sustainability prehensive and discerningSubstantialReasonableSuperficialAttemptedI5Collect, authenticate and interpret data to create and adapt design ideas.Discerning and sophisticatedSubstantialReasonablePartialAttemptedD1Creation of designed solutionsComprehensive and thoroughSubstantialReasonablePartialAttemptedD2Make informed judgements of the suitability of ideas, designed solutions and processes.Convincing and sophisticatedPertinentReasonableSuperficialElementaryP1Application of project management skills and use of project plans to manage production processes.Highly efficient and independentMostly efficientOften efficientSometimes efficientRarely efficientP2Independently and safely produce designed solutions.Highly skilful and competentMostly skilfulReasonably skilfulSome skillLimited skillE1Use of detailed criteria for success to evaluate ideas and designed prehensive and discriminatingPerceptiveReasonableSuperficialLimitedE2Explanation of influence and impact that features of technologies have on design decisions and solutions.Astute and insightfulPerceptiveThoughtfulSuperficialSimpleE3Evaluation of activities and processes used during designAstute and insightfulPerceptiveThoughtfulSuperficialSimpleC1Documentation and communication of prehensive and extensiveSubstantialReasonableSomeMinimalC2Work collaboratively.Highly appropriate and effectiveMostly appropriate and effectiveReasonably appropriate and effectivePartially appropriate and effectiveInappropriate or minimal effectivenessOOverall – Expectation for the taskExcellentAccomplishedCompetentDevelopingBeginningAchievement Standard Rubric – PortraitCopy this table, either completely or just selected rows, to include in task documentation, especially within directed or scaffolded task sheets.ActivityAssessment CriteriaABCDEInvestigate 1Explanation of factors, including features of technologies or social, ethical, technical and sustainability considerations, that influence the design of solutions.In-depth and sophisticatedPerceptiveThoughtfulSuperficialLittleInvestigate 2Explanation of contribution of design and technology innovations to societyIncisive and insightfulPerceptiveThoughtfulSuperficialSimpleInvestigate 3Explanation of needs or opportunities.Discerning and insightfulPertinentSoundSuperficialAttemptedInvestigate 4Development of criteria for success, including sustainability prehensive and discerningSubstantialReasonableSuperficialAttemptedInvestigate 5Collect, authenticate and interpret data to create and adapt design ideas.Discerning and sophisticatedSubstantialReasonablePartialAttemptedDevise 1Creation of designed solutionsComprehensive and thoroughSubstantialReasonablePartialAttemptedDevise 2Make informed judgements of the suitability of ideas and designed solutions and processesConvincing and sophisticatedPertinentReasonableSuperficialElementaryProduce 1Application of project management skills and use of project plans to manage production processesHighly efficient and independentMostly efficientOften efficientSometimes efficientRarely efficientProduce 2Independently and safely produce designed solutionsHighly skilful and competentMostly skilfulReasonably skilfulSome skillLimited skillEvaluate 1Use of detailed criteria for success to evaluate ideas and designed prehensive and discriminatingPerceptiveReasonableSuperficialLimitedEvaluate 2Explanation of influence and impact that features of technologies have on design decisions and solutions.Astute and insightfulPerceptiveThoughtfulSuperficialSimpleEvaluate 3Evaluation of activities and processes used during designComprehensive and discriminatingPerceptiveReasonableSuperficialLimitedCommunicate 1Documentation and communication of prehensive and extensiveSubstantialReasonableSomeMinimalCollaborate 2Work collaboratively.Highly appropriate and effectiveMostly appropriate and effectiveReasonably appropriate and effectivePartially appropriate and effectiveInappropriate or minimal effectivenessOverallExpectation for the taskExcellentAccomplishedCompetentDevelopingBeginningAchievement Standard Rubric Qualifiers OnlyUse this table in conjunction with the generic Achievement Standards described near the beginning of this document.ABCDEI1In-depth and sophisticatedPerceptiveThoughtfulSuperficialLittleI2Incisive and insightfulPerceptiveThoughtfulSuperficialSimpleI3Discerning and insightfulPertinentSoundSuperficialAttemptedI4Comprehensive and discerningSubstantialReasonableSuperficialAttemptedI5Discerning and sophisticatedSubstantialReasonablePartialAttemptedD1Comprehensive and thoroughSubstantialReasonablePartialAttemptedD2Convincing and sophisticatedPertinentReasonableSuperficialElementaryP1Highly efficient and independentMostly efficientOften efficientSometimes efficientRarely efficientP2Highly skilful and competentMostly skilfulReasonably skilfulSome skillLimited skillE1Comprehensive and discriminatingPerceptiveReasonableSuperficialLimitedE2Astute and insightfulPerceptiveThoughtfulSuperficialSimpleE3Astute and insightfulPerceptiveThoughtfulSuperficialSimpleC1Comprehensive and extensiveSubstantialReasonableSomeMinimalC2Highly appropriate and effectiveMostly appropriate and effectiveReasonably appropriate and effectivePartially appropriate and effectiveInappropriate or minimal effectivenessOExcellentAccomplishedCompetentDevelopingBeginningAppendix B: Mapping Rubrics back to Curriculum (for SEQTA)The Transformation by Design units in SEQTA require information about which aspects of the Australian Curriculum Design & Technology achievement standard is being assessed (the technologies area is not considered). To enter this information, it is only possible to select one or more of the eight whole sentences in the achievement standard that apply to each unit. If the rubric is to be used, then the list of assessment criteria that apply to the unit should be entered under the section for “Performance Criteria (Rubric Elements)”. The table below shows how the eight sentences from the achievement standards match to the elements of the rubric described in this document. SentenceAustralian Curriculum Years 7 & 8 Design and Technologies Achievement StandardsRubric Element1By the end of Year 8, students explain factors that influence the design of products, services and environments to meet present and future needs.I12They explain the contribution of design and technology innovations and enterprise to society. I23Students explain how the features of technologies impact on designed solutions and influence design decisions for each of the prescribed technologies contexts.E24Students create designed solutions for each of the prescribed technologies contexts D1based on an evaluation of needs or opportunities.I35They develop criteria for success, including sustainability considerations, I4and use these to judge the suitability of their ideas and designed solutions E1and <use these to judge the suitability of> processes.E36They create and adapt design ideas, I5make considered decisionsD2and communicate to different audiences using appropriate technical terms and a range of technologies and graphical representation techniques.C17Students apply project management skills to document and use project plans to manage production processes. P18They independently and safely produce effective designed solutions for the intended purpose.P2-<Work collaboratively>C2Although SEQTA does not require selection of any of the nine sentences from the Technologies Learning Area achievement standards, the table below shows the manner in which the sentences from the achievement standards match to the elements of the rubric described in this document.SentenceAustralian Curriculum Years 7 & 8 Technologies Learning Area Achievement StandardsRubric Element1By the end of Year 8, students explain how social, ethical, technical and sustainability considerations influence the design of innovative and enterprising solutions to meet a range of present and future needs. I12They explain how the features of technologies influence design and production decisions. Students make choices between different types of networks for defined purposes.E23Students explain a range of needs, opportunities or problems and define them in terms of functional requirements and constraints. I34They collect, authenticate and interpret data from a range of sourcesI5to assist in making informed judgements. D25Students generate and document in digital and non-digital form, design ideas for different audiences using appropriate technical terms, and graphical representation techniques including algorithms. I5Students generate and document in digital and non-digital form, design ideas for different audiences using appropriate technical terms, and graphical representation techniques including algorithms.C16They independently and safely plan, design, test, modify and create a range of digital solutions that meet intended purposes including user interfaces and the use of a programming language. D17They plan, document and effectively manage processes and resources P1to produce designed solutions for each of the prescribed technologies contexts.P28They develop criteria for success, including innovation and sustainability considerations, I4and use these to judge the suitability of their ideas, solutions E1and <use these to judge the suitability of their> processes.E39Students use appropriate protocols when collaborating,C2and creating and communicating ideas, information and solutions face-to-face and online.C1-<explain the contribution of technology innovations and enterprise to society>!2Shown in reverse sort order, this information is as per the following table:Assessment CriteriaYears 7 & 8 D&TYears 7 & 8 Technologies Learning AreaI111I22-I343I458I564D146D264P177P287E158E232E358C169C2-9 ................
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