Level 3 Technology Internal Assessment Resource

Internal assessment resource Technology 3.1B for Achievement Standard 91608

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Internal Assessment Resource

Technology Level 3

This resource supports assessment against:
Achievement Standard 91608
Undertake brief development to address an issue within a determined context
Resource title: Promotional material
4 credits
This resource:

Clarifies the requirements of the Standard
Supports good assessment practice
Should be subjected to the school’s usual assessment quality assurance process
Should be modified to make the context relevant to students in their school environment and ensure that submitted evidence is authentic

Date version published by Ministry of Education / December 2012
To support internal assessment from 2013
Quality assurance status / These materials have been quality assured by NZQA. NZQA Approved number A-A-12-2012-91608-01-6276
Authenticity of evidence / Teachers must manage authenticity for any assessment from a public source, because students may have access to the assessment schedule or student exemplar material.
Using this assessment resource without modification may mean that students’ work is not authentic. The teacher may need to change figures, measurements or data sources or set a different context or topic to be investigated or a different text to read or perform.

Internal Assessment Resource

Achievement Standard Technology 91608: Undertake brief development to address an issue within a determinedcontext

Resource reference: Technology 3.1B

Resource title: Promotional material

Credits: 4

Teacher guidelines

The following guidelines are supplied to enable teachers to carry out valid and consistent assessment using this internal assessment resource.

Teachers need to be very familiar with the outcome being assessed by Achievement Standard Technology 91608. The achievement criteria and the explanatory notes contain information, definitions, and requirements that are crucial when interpreting the Standard and assessing students against it.

Context/setting

This assessment activity requires students to undertake brief development to address an issue within a determined context within the setting of promotional material.

The process of developing a brief is not linear and will involve ongoing evaluation and amendment as the student develops it.

The development of a brief is an iterative process that reflects the complex interactions within ongoing technological practice. A brief cannot be viewed as a one-off exercise completed at the beginning of any project. Rather, it is developed, refined and/or modified in an ongoing manner throughout the project. As a result of the technological practice undertaken and the key decisions made, the end point is a final brief that comprises a conceptual statement with specifications that allow the potential outcome to be evaluated as fit for purpose in the broadest sense.

You will need to provide students with a programme of teaching and learning about brief development, including the study of specific cases, before they begin this work.

Conditions

This activity is an individual assessment task.

The credit rating of this standard indicates that the time for learning, practice and assessment should be approximately 40 hours.

Students are not required to create the technologicaloutcome that is defined by the brief as part of this assessment activity.

This assessment could be combining it with another Technology Achievement Standard, for example, Technology 91611 and/or any combination of Technology Achievement Standards 91609, 91610, 91633, 91635, or 91637.

Resource requirements

Students will require access to: the Internet and library, key stakeholders and stakeholders from the wider community,information about different materials, and specialist information related to the context they have chosen.

Additional information

For an explanation of the key terms in this assessment, including the definitions of context, issue, and brief, see Technology online:

Internal assessment resource Technology 3.1B for Achievement Standard 91608

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Internal Assessment Resource

Achievement Standard Technology 91608:Undertake brief development to address an issue within a determinedcontext

Resource reference: Technology 3.1B

Resource title: Promotional material

Credits: 4

Achievement / Achievement with Merit / Achievement with Excellence
Undertake brief development to address an issue within a determinedcontext. / Undertake in-depth brief development to address an issue within a determinedcontext. / Undertake comprehensive brief development to address an issue within a determinedcontext.

Student instructions

Introduction

This assessment activity requires students to undertake brief development to address an issue within a determined context within the setting of promotional material.

You will use a visual diary or portfolio to document your research and the development of your ideas.

This activity is an individual assessment task.

You have 10 weeks of in-class and out-of-class time to complete it.

Teacher note: Adapt the time allowed to meet the needs of your students.

You will be assessed on how comprehensively your brief addresses the issue and enables judgement of an outcome’s fitness for purpose in the broadest sense.

Task

Developing a brief involves undertaking technological practice in order to establish a brief comprising a conceptual statement and specifications.

Follow the guidelinesbelow to develop a final brief for an outcome, using a portfolio to document your research and the development of your ideas.

Determine a context and an issue

Explorethe idea of promotional material and possible contexts in which there is a need or opportunity for promotional material. Examples include: a school, a sports club, or a local business.

Explore your selected context to establish an issue, and explain how any considerations (including the social and physical environment where the outcome will be developed and used) are related to the issue.

Develop your brief

Your brief will comprise a conceptual statement and specifications.

Follow these guidelines as you develop your brief usingtechnological practice:

Determinea need or opportunity within your issue.
Explore the context to identify considerations that need to be made when determining the potential fitness for purpose of theoutcome.
Develop a conceptual statement that clearly communicates what will be developed, for whom, where it will be situated, and why it should be developed. Further refine this statement as you gather new information.

Carry out research to identify and explain the physical and functional nature required of the outcome. Include the social and physical environment where the outcome will be developed and situated.
Establish the specifications for the outcome and its development using stakeholder feedback and reflecting on these responses and considerations of the context. Make sure your development work justifies how and why your specifications allow the outcome, including the practices used to develop it, to be judged as fit for purpose in the broadest sense.

Write up your final brief, making sure that it:

includes a refined conceptual statement
communicates refined specifications that allow the outcome to be evaluated as fit for purpose in the broadest sense
reflects the input of stakeholders and decisions made throughout the practice.

Present evidence that justifies how and why your specifications allow the outcome, including the practices used to develop it, to be judged as fit for purpose.

Considerations

Considerations that need to be made when developing a brief that allows judgement of an outcome’s fitness for purpose in the broadest sense may include:

the outcome’s technical and social acceptability
sustainability of resources used
the ethical nature of testing practices
cultural appropriateness of trialling procedures
determination of life-cycle,maintenance, ultimate disposal
health and safety.

Final submission

When you have completed your final brief, hand it in withall evidence of the technological practice you undertook to develop thebrief for assessment.

Internal assessment resource Technology 3.1B for Achievement Standard 91608

PAGE FOR TEACHER USE

Assessment schedule: Technology 91608 Promotional material

Evidence/Judgements for Achievement / Evidence/Judgements for Achievement with Merit / Evidence/Judgements for Achievement with Excellence
The student undertakes brief development to address an issue within a determined context.
The student chooses a context within the wider setting of promotional material, determines an issue that needs to be addressed, and explains the context considerations as they relate to the issue.
For example, for an online student fashion catalogue, the student explains the importance of using high-quality images and a sophisticated layout on a website to create a fashion catalogue that engages students.
The student determines a need or opportunity within the established issue.
The student undertakes ongoing reflection on views of key stakeholders, including wider stakeholders in the community.
For example, the student talks to their textilematerials teacher about creating a fashion catalogue to showcase student work. They also consult digital media experts within the community. The student considers ease of use by secondary school students and recognises the importance of using a style of presentation appealing to them. The student also considers how users will access the website, for example, by uploading it to the school Moodle site.
The student reflects on their context considerations, including the social and physical environment where the outcome will be developed and situated.
For example,the student considers access and availability of computers and software required todevelop the website, the skills sets required to develop the site (such as photography, graphic design, text writers)and the needs of their target audience.
The student develops a brief that allows their website to be judged as fit for purpose in the broadest sense.
The examples above relate to only part of what is required, and are just indicative. / The student undertakes in-depth brief development to address an issue within a determined context.
The student chooses a context within the wider setting of promotional material, determines an issue that needs to be addressed, and explains the context considerations as they relate to the issue.
For example, for an online student fashion catalogue, the student explains the importance of using high-quality images and a sophisticated layout on a website to create a fashion catalogue that engages students.
The student determines a need or opportunity within the established issue.
The student undertakes ongoing reflection on views of key stakeholders, including wider stakeholders in the community, throughout the process.
For example, the student talks to their textilematerials teacher about creating a fashion catalogue to showcase student work. They also consult digital media experts within the community. The student considers ease of use by secondary school students and recognises the importance of using a style of presentation appealing to them. The student also considers how users will access the website, for example, by uploading it to the school Moodle site.
The student reflects on their context considerations, including the social and physical environment where the outcome will be developed and situated.
For example, the student considers access and availability of computers and software required to develop the website, the skills sets required to develop the site (such as photography, graphic design, text writers)and the needs of their target audience.
The student develops a brief that allows their website to be judged as fit for purpose in the broadest senseandpresents evidence that shows how thespecifications allow this judgement.
For example,one of the specifications is that the images need to be high quality to give the impression of a professionally built website. The student specifies using image optimisation in Adobe Photoshop for this purpose.
The examples above relate to only part of what is required, and are just indicative. / The student undertakes comprehensive brief development to address an issue within a determined context.
The student chooses a context within the wider setting of promotional material, determines an issue that needs to be addressed, and explains the context considerations as they relate to the issue.
For example, the student establishes the issue of developing online fashion catalogues to showcase student work. The student explains the importance of using high-quality images and a sophisticated layout on a website to create a fashion catalogue that engages students.
The student determines a need or opportunity within the established issue.
The student undertakes ongoing reflection on views of key stakeholders, including wider stakeholders in the community, throughout the process.
For example, the student talks to their textilematerials teacher about creating a fashion catalogue to showcase student work. They also consult digital media experts within the community. The student considers ease of use by secondary school students and recognises the importance ofusing a style of presentation appealing to them. The student also considers how users will access the website, for example, by uploading it to the school Moodle site.
The student reflects on their context considerations, including the social and physical environment where the outcome will be developed and situated.
For example, the student considers access and availability of computers and software required to develop the website, the skills sets required to develop the site (such as photography, graphic design, text writers)and the needs of their target audience.
The student develops a brief that allows judgement of an outcome’s fitness for purpose in the broadest sense and presents evidence that justifies how the specifications allow this judgement.
For example,one of the specifications is that the images need to be high quality to give the impression of a professionally built website to attract a teenage audience. The student specifies using image optimisation in Adobe Photoshop to reduce pixelation. The student justifies why they chose a left-hand navigation pane, discussing conventions, ease of usability, or aesthetic appeal, and linking the decisions to the potential users and the environment in which the website will be used.
The examples above relate to only part of what is required, and are just indicative.

Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the Achievement Standard.