Unit 3: Sample approach to developing an assessment task

• List the key knowledge and key skills. The VCE Product Design and Technology study design (pdf - 253.82kb) provides details of the key knowledge and key skills related to Unit 3 Outcome 1 and the Area of Study, Designing for end-user/s, on pp 21-22.
• For Unit 3, Outcome 1, students must write a structured, annotated design brief, evaluation criteria and an explanation of how the designer will research and develop design ideas from the design brief, with reference to product design factors (page 25 of study design).
• Identify the key knowledge and key skills that you are looking for in a student response and design the criteria and a marking scheme.
• The performance descriptors for each outcome identify the key knowledge and key skills that need to be identified in a student response.
• Identify the nature and sequence of teaching and learning activities.
• In this example, students are required to write a design brief and evaluation criteria (each criterion has four parts) based on a product from a specific designer or design company. Students must demonstrate knowledge of the product design process and product design factors.
• Students individually select a designer or company to research. A list of Australian designers can be located at the Design Institute of Australia's, Design Hall of Fame, and a list of British designers can be located from the Design Museum. The selection of a designer should be carefully considered so that the student is able to demonstrate the criteria for assessment.
• The initial stages of the product design process are investigated by the student. They should develop an understanding of ways their designer addresses each stage. Possible questions for investigation could include:
• How does the designer or company conduct market research?
• How does the designer or company collect, record and develop information relevant to design and development?
• How does the designer interact with end-user/s throughout the product design process, for example, online feedback?
• For the assessment task, a structured design brief (including constraints and considerations) and evaluation criteria are written reflecting a personal, local or global design problem associated with the chosen designer. Students should use the product design factors as a checklist to write the scenario or outline for the design brief. The design brief should be annotated to show which sections reflect parameters of each of the product design factors.
• A Mind Map using MindMup 2, Inspiration, Bubbl.us or Padlet is created to show areas of research identified from the design brief and methods of research the chosen designer would use.
• Decide the most appropriate time to set the task.
• Students are given two 40 minute sessions to select the designer, conduct preliminary research, and plan for the task. They are given the criteria for the assessment task. Students should record notes from their research which the teacher can collect and use to monitor the progress of student learning through observation and discussions with the student.
• The length of time allowed for writing the design brief and associated tasks in the assessment session is to be determined by the teacher. It is important that the time available is the same for all students. Students should be told the length of time available at the beginning of the task, during the planning stages.
• The annotated design brief, evaluation criteria and Mind Map or link to Padlet (or other graphic organiser) should be submitted as a record of learning at the conclusion of the allowed time.
• Students are assessed according to the criteria on the marking scheme.
• Feedback is provided to the student by the teacher about their performance according to the criteria for assessment. Peer feedback could also be effective in making judgments about a student’s performance.