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Designing an information product: assessment |
Years 5–6 |
DMS3.8 Develops and resolves a design task by planning, implementing, managing and evaluating design processes.
- Researches needs that influence the development of products, systems and environments and establishes criteria for the evaluation of produced designs.
- Generates design concepts that reflect the consideration of aesthetic, cultural, safety and functional requirements.
- Methodically evaluates design concepts and uses the results to further develop and improve ideas.
- Selects tools, equipment and resources to meet the requirements of production and use.
- Plans processes of design and production, adjusting the process as necessary to improve efficiency.
- Assesses the efficiency of processes of design and production and evaluates the result against established criteria for success.
UTS3.9 Evaluates, selects and uses a range of equipment, computer-based technology, materials and other resources to meet the requirements and constraints of investigation and design tasks.
- Works independently with equipment and materials and applies established procedures for their safe use.
- Programs and adapts computing applications to suit the constraints and requirements of investigation and design tasks.
- Recognises that computer-based technology sometimes expands what can be done and sometimes limits what can be done.
ICS3.2 Creates and evaluates information products and processes, demonstrating consideration of the type of media, form, audience and ethical issues.
- People communicate in different ways using different technology.
- People select and manipulate information to create messages and perceptions.
- Information products can be assessed for bias, validity and cultural appropriateness
Assessment will be on the following aspects of the task |
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The following qualities will be present in student's work |
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Presenting a group written report.
The report should include:
- survey tool
- survey results
- recommendations for the information product
- skills each member brought to the group.
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- Report should be clearly written and easily understood.
- Analysis of survey results should show clear links to the survey questions.
- Graphs should be clearly presented with a title and labels.
- Clear justification for the choice of information product.
- Key messages in relation to what your target group does/does not know about grains and legumes.
- Examples of group member's contributions.
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Observation of ICT skills and group skills of each group as the information product develops.
While you are working you will be assessed on:
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- choice of computer-based technology
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- Appropriate choice of computer-based technology for the task.
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- individual skills in the use of computer-based technology
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- Competence in use of computer-based technology.
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- group skills, interpersonal, management, communication skills with other members of the group to complete the task
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- Cooperation and contribution to group tasks.
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Group presentation of information product to class.
- Present information product to the class.
- Include an explanation of:
how and why the information product was designed
how the product and design process could be improved if the task was undertaken again.
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Comment on how the product:
- uses persuasive language and/or images for the target group
- provides accurate information about grains and legumes
- uses colour, layout and materials and justifies use
- addresses issues from the survey
- appeals to the target audience
- addresses the success criteria
- and process could be improved.
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