ASSESSMENT 2

Secondary Curriculum 2A 2019

Amar Badrieh Al-Masri 17456933

 Table of Contents
Part A

1. School and student context ............................................................................................................ 2

2. Assessment FOR, assessment AS and assessment OF learning ...................................................... 2
3. Assessment Schedule ...................................................................................................................... 3
4. Assessment Notification ................................................................................................................. 4
5. Scaffold............................................................................................................................................ 8
6. Self-Assessment .............................................................................................................................. 9
7. Marking Criteria .............................................................................................................................. 0
Part B....................................................................................................................................................... 0

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 1. School and student context
School Students Classroom and Timetable Devices and resources
Campbelltown 12 Year 12 Design and All senior design and D&T collaborative learning
Performing Arts Technology Students technology classes are held space, computer labs and
High School in the collaborative learning workshop have
9 students completed space. This space allows for smartboards and school
Stage 5 D&T. individual research as well as laptops. The workshop
group collaboration areas. provides timber
2 students are Gifted workstations, a laser cutter
and Talented and 1 3 lessons per week in Term and 3D printer.
student has EAL/D 1, lessons are 1 hour in
support. duration. School-wide ban on mobile
2 lessons a week in Terms 2 phones in the classroom.
and 3. Lessons 2 hours in Mobile phones are to be
duration. confiscated if seen by the
teacher in class and
students can retrieve them
at the end of the lesson.
Students are allowed to
use phones in the
playground.

2. Assessment FOR, assessment AS and assessment OF learning

Assessment FOR learning Assessment AS learning Assessment OF learning

will assess students’ knowledge, Students conduct self-assessment Assesses student achievement of
understanding and skills to by monitoring their learning, the application of key concepts,
inform teaching. It focuses on asking questions, reflection and skills, knowledge and attitudes
learning needs and development making adjustments to achieve against the curricular outcomes.
of each student regarding the deeper understanding.
curricular outcomes.
• Learning intentions and • Creating learning goals • Written report –
success criteria • Summaries Assessment Task.
• Teacher led class • Think-pair-share activities
discussion • Creative extension
• Quizzes projects (students create
• Strategic questioning flashcards to test each
• Feedback exit slips other and keep for
• Class activities – sample revision).
case studies • Flipped classroom
• Draft submissions. • Assessment checklist
• Teacher feedback • Guidance exemplars
• Scaffolds
• Understanding the rubric
• Reflection
• Feedback exit slips

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 3. Assessment Schedule

Task 1 2 3 4

Topic Major Design Innovation & Project Trial HSC

Project Proposal Emerging Development and Examination
Technology Case Management
Study Report
Issue Date Term 4 (2019) Term 1 (2020) Term 2 (2020) Term 3 (2020)
Week 2 Week 2 Week 1 Week 3
Due Date Term 4 (2019) Term 1 (2020) Term 2 (2020) Term 3 (2020)
Week 8 Week 6 Week 5 Week 3
Outcomes H1.2, H4.1, H4.2, H1.1,H2.1,H2.2, H1.1,H1.2,H2.1, H1.1,H1.2,H2.1
H5.1, H5.2 H3.1,H3.2, H6.2 H2.2,H3.1, H4.2, ,H2.2,H3.1, H4.3,
H4.3,H6.2 H5.2, H6.1, H6.2
Nature of Presentation & Report Submission Report Submission Examination
Task Submission
Components Weighting Syllabus
Weighting
Innovation & 20 20 40
Emerging
Technologies
Design & 20 30 10 60
Producing
Task Weight 20 20 30 30 100

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 4. Assessment Notification

Year 12 Assessment Notification

Students Name:
Course: Design and Technology (HSC) Date of Issue: Term 1 Week 2
Unit/Module: Innovation & Emerging Date to be Term 1 Week 6
Technology Case Study submitted:
Assessment Task No: 2 Assessment 20%
Weighting:

Submission Instructions

➢ Submit the task through Google Documents by the end of the last Design and
Technology lesson in week 6.

➢ Attach a completed feedback sheet – Note: no task is to be submitted without a

completed feedback sheet.

➢ All students must self-assess their performance by highlighting the appropriate boxes
in the attached assessment criteria. Failure to do so will result in the assessment not
being marked.

➢ Penalty for non-attendance on the day of submission or late submission

➢ Assessments submitted after 3pm on the due date will receive a 10% penalty
per day pending illness/misadventure certificate.

➢ Plagiarism will result in a mark of zero being awarded and a resubmission of the
assessment task

Purpose of the Task

Innovation is the process of translating an idea to change a current or introduce a new good
or service which creates value and satisfies the needs and expectations of the consumer.
Innovation creates changes which improve the world and create better experiences for
humanity.
By undertaking a case study of a chosen innovation, students will be able to identify factors
underlying the success or failure of the chosen innovation, analyse ethical issues with regards
to the success or failure of the innovation and discuss the impacts of the innovation on
Australian society.

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OUTCOMES TO BE ASSESSED:

Critically analyses the factors affecting design and the development and success
H1.1
of design projects.
H2.1 Explains the influence of trends in society on design and production.

H2.2 Evaluates the impact of design and innovation on society and the environment.

H3.1 Analyses the factors that influence innovation and the success of innovation.
H3.2
Uses creative and innovative approaches in designing.
Critically assesses the emergence and impact of new technologies, and the
H6.2
factors affecting their development.

Assessment Task

You are asked to conduct a comprehensive investigation into the failure or success of an
innovation in the form of a case study. You must prepare and submit the following:

➢ A typed case study, size 12 text, submitted in PDF format.

➢ Choose an innovation which has occurred within 50 years.

➢ The following list may help you to begin your study:

➢ Dyson – Successful
➢ Nokia – Initially a success and later a failure
➢ Google Glass (Smart Glasses) - failure
➢ HP Touchpad - Failure
➢ Samsung Galaxy Note 7 - Failure
➢ Apple - Success
➢ Ugg Boots - Success
➢ Dual Flush Toilet - Success
➢ Air-conditioning - Success
➢ Social Networking – Success

➢ Conduct research beyond that which is available online.

➢ You must reference all your research.

Helpful Link – The below link provides exemplars of case study reports, you can help guide
you to form your report structure.
https://www.acehsc.net/design-technology-free-resources/

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Key Questions
Identify and evaluate the innovation ➢ Who designed or created the innovation?
and the initial need for the design of ➢ What needs did it meet?
the innovation. ➢ Functionality and aesthetics
Outline the history and development of ➢ Is the innovation new or existing?
the innovation including any key ➢ Does the innovation solve current
contributors. problems?
Describe the activities undertaken by ➢ What barriers were experienced?
the designers/developers in bringing ➢ Were there any ethical issues in the use of
the innovation to market. the innovation, if so discuss them.
How did the innovation include ➢ What was the importance of current
emerging technologies? technology on this innovation?
➢ How did current technology contribute to
this innovation?
➢ Discuss the contribution of innovation to
emerging technology or the emerging
technology to the innovation.
Analyse the factors influencing the ➢ Timing available and emerging technologies
failure or success of the innovation. ➢ Cultural, political and legal factors
➢ Marketing strategies including sizes,
demand and product promotion
➢ Opportunities and the role of advertising
and marketing on innovation

Discuss the impact of the innovation on ➢ Did it create any change?

the Australian society. ➢ Were there any environmental implications
or considerations?
➢ Did this innovation have positive or
negative impacts on society.
➢ Identify opportunities for improvement or
new innovation.

Classroom Learning

Week 2 Discussion Receive assessment notification – discuss outcomes, success

criteria and questions.
Presentation
Identify and discuss NESA key words and their definitions.
Research Students to summarise each definition.

Identify and acknowledge historical and cultural influences

on design and technological development.
Week 3 Google Classroom Discuss concepts of quality, innovation and creativity.

Presentation Present students with successful and failed innovation

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 Feedback exemplars for critical analysis – discuss the reasons behind
the success/failure of each innovation.

Week 4 Research Research the processes undertaken to develop innovations.

Presentation Briefly evaluate and research innovation timeline, factors

impacting success/failure and impacts on society. Self and
Feedback peer feedback.
Week 5 Google Classroom Analyse the impacts of emerging technologies on innovation.

Submit a draft of the assessment.

Week 6 Apply Feedback Receive and apply feedback from teacher.
Finalise Report Save report and submit in Google Classroom: Year 12 Design
Submission and Technology Folder by end of Week 6 Lesson.
Google Classroom

Key Terminology
Analyse Identify components and relationships between them; identify and
relate implications.
Critically Examine Add a degree or level of accuracy to the depth, knowledge and
understanding, questioning, reflection and quality to the analysis.
Describe Provide characteristics and features

Design Create the design for; create or execute in a creative or highly skilled
means.
Discuss Identify the issue and provide arguments for and/or against.

Entrepreneur Someone who is willing to take risks with a new idea to make profit.

Emerging Technology Technology at time of design and manufacture.

Ethics Motivation which is based on the notions of right and wrong.

Environment The physical surroundings, including natural and man-made.

Examine Inquire into.

Innovation A new way of doing something; a new concept.

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 5. Scaffold

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 6. Self-Assessment

Student Name

What did you enjoy about the Case Study?

What did you find challenging when conducting the case study?

What skills or areas do you feel like you could improve in? How will you work on improving
this?

Do you feel like enough support was provided in class to allow you to complete the case
study? Where would you like to see further support and clarification on?

Please evaluate yourself regarding this assessment, 1-Not at all and 5- Definitely

I understood the task and what was expected of me 1 2 3 4 5

I used the scaffold and/or marking criteria 1 2 3 4 5

I completed the task to the best of my ability 1 2 3 4 5

I used to class tasks to help me complete the assignment 1 2 3 4 5

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 7. Marking Criteria
The below marking criteria defines the expectations of the assessment task. These expectations will allow you to evaluate your work as you
progress by conducting peer and self-assessment of your work to make alterations where required.
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Mark: ____ /100 ____ %
Teacher Feedback (Please also refer to your assessment for in text feedback)

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Part B – Critical Discussion and Professional Reflection

The stage 6 Design and Technology course is designed to enhance student’s confidence,
competence, responsibility and conceptual understanding in designing, producing and
evaluating in order to meet needs and opportunities as well as create an understanding of
the factors which contribute to successful design and production. This paper will evaluate the
significance of assessments as well as the significance of approaches to feedback and
assessment design which inform teaching practices and student learning. The research will
demonstrate how assessment hand in hand with feedback provide enhanced learning
environments for students which improve the learning opportunities for students (Irons,
2008).

Assessment is a crucial component of the teaching and learning cycle as it allows teachers to
gather valid and useful evidence and make informed judgements on student achievement
(NESA, 2017). The purpose of assessments is to assist students learning, evaluate and improve
teaching and learning programs as well as provide evidence of student achievement and
course completion. Formative assessment is a highly interactive process of assessment where
“skills and understanding are not simply dispassionately assessed” (Rudolph, Simon, Raemer
& Eppich, 2008) by the teacher, but instead new insights are cocreated through interactions
between the teacher and students and frequent appraisals of progress and understanding are
carried out allowing for the identification of learning needs. It also allows teachers to gauge
the effectiveness of their teaching practices, identify and implement required teaching
modifications including reteaching, trying alternative instructional approaches, offering more
opportunities for practice and provide students with feedback on strengths and areas which
require further development (Graham, Harris & Herbet, 2011). Formative assessment can be
executed in a variety of ways within the classroom through self-assessment, peer assessment,
questioning, class discussions, observations and analysis of student work. An extensive
research by Black and William (1988) determined that formative assessment raises academic
standards within the classroom which in return resulted in significant learning gains especially
for low-achieving students, including students with special needs. Formative assessment is
primarily based on feedback and the pedagogical implication of the constructivist approach.
Providing feedback to students is a crucial aspect of a teacher’s role and is part of the
interactive component of teaching and learning. Feedback is fundamental in empowering
students to learn from assessment and can significantly impact the motivation of the learner
both intrinsic and extrinsic (Irons, 2008). The quality and timeliness of feedback are key
features in the student learning process as well as in the student-teacher relationship as it
ensures students derive the greatest benefits to their learning in a timely manner. Studies
have presented that students feel a sense of ‘frustration and dissatisfaction’ (Price, 2010,
p.282) when feedback on where improvement is required is not detailed, clear and not
immediately applicable, hence the importance of quality and timing of feedback in ensuring
that students can maximise in benefit from the feedback.

Feedback allows students to learn from their activities and provides information regarding
existing gaps between actual and desired performance levels of students. Feedback can be
provided in many ways; however, evidence suggests that effective feedback is both construct-
referenced and student-referenced (Rushton, 2009) and provides direction for improvement.
Task-centred feedback has shown to have the most constructive effect on attitudes and
achievement (Black and William, 1987), hence the importance of formative assessment as it
supports the expectation that all students can learn to high levels, offsetting the cycle
between poor performance and lack of ability which discourages students from investing in
their learning. Further, Hattie (1987) established that a combination of quality feedback and
individualisation create powerful effects on achievement which provides motivation for
students to enhance their learning.

Feedback can be carried out by the teacher and the students. Students play a significant role
in formative assessment through self-evaluation. Student reflection carried out by students
who understanding what is expected of them, their learning objective and the assessment
criteria have been found to demonstrate greater improvement in learning. Relevance and
applicability of feedback is of particular importance to students as a key factor in their
engagement is feedback (Price, 2010). Students feel motivated to engage with and
immediately use feedback when it is given on their drafts as they mention it to be a
reassurance that they “haven’t completely gone off the rails” (Price, 2010) contributing to
student’s efforts in enhancing their learning and attitude.
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The NSW Education Authority (NESA) provides a standard-reference procedure for student
achievement, assessment and reporting. The standard-reference includes a set of assessment
expectations of school-based assessments, formal and informal assessments. It is a
requirement that schools establish assessment plans for each stage 6 course. These
assessments aim at collecting useful data for a variety of uses such as identifying student
strengths, identifying areas which require strengthening, monitoring, evaluating teaching
approaches in order to make necessary changes as well as providing data for the end of school
credential, the Record of School Achievement or Higher School Certificate (NESA, 2019).
Formative assessments and feedback work together to build the students knowledge and
understanding of learning resulting in for enhanced performance in summative assessments
of learning.

The assessment design is important in allowing teachers to accurately assess the learning of
students. Teachers are encouraged to think about what they are trying to achieve when
providing students with an assessment and how it provides students with enhanced learning
experiences and environments. An essential feature of effective assessment design includes
a model of cognition and learning (Glaser, Pellegrino, James & Chudowsky, 2001, p.5) it
provides productive theory-driven instructional and assessment practice. Studies have
revealed that students learning will increase if the ‘instruction and assessment are
integrally related’ (Glaser, Pellegrino, James & Chudowsky, 2001, p.8). Further,
assessment in the form of thoughtful and reflective questioning as well as classroom
discussion, writing summaries, problem solving, creating portfolios and brief in-class
assignments or tasks are being increasingly encouraged as it opens an opportunity to
increase and improve student knowledge and understanding. The design of the
assessment should evaluate students progress regarding syllabus outcomes and
content, allow the teacher to determine what they will need to teach text and to what
level of detail, form a judgement of student achievement as well and monitor the
effectiveness of the teaching and learning programs to determine any required
adjustments. An effective assessment design is the Design and Technology (D&T) and
other units of study adopt the concept of developing a portfolio as part of their major
project. In D&T a portfolio a component of the major design project which holds a

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significant weighting as it contains record of processes of carrying out the project
including project management, budget plan, evidence of execution and production as
well as an evaluation of the project (NESA, 2019). The portfolio gathers the evidence of
teaching and learning throughout the process and values the idea behind the process
and completed model (NESA, 2019).

The use of different types of assessment and constructive and timely feedback are
factors which will inform my teaching practice. These factors are fundamental in the
constructivist socio-cultural approach and the inquiry-based learning approach which
are frameworks which focus on critical thinking, communication, collaboration,
innovation, creativity and problem solving. The constructivist approach aims to allow
for an array of opportunities for problem-solving and discussion where “meaning and
action are collaboratively constructed and negotiated” (John-Steiner and Mahn, 1996,
p.197) through allowing individuals to learn through interaction. Further, the inquiry-
based learning approach focuses on ensuring that the student is the central point where
all assessments, learning tasks, resources and guidance is designed to provide emphasis
on supporting the inquiry and learning process (Levy and Petrulis, 2012, p.88). School-
based assessments are an opportunity to move away from traditional assessments
(Wyatt-Smoth & Cumming, 2003) which mimic final examinations and instead steer into
developing and enhancing student knowledge, understanding and skills they require
and meet the unit outcomes. These approaches are heavily based on and work hand in
hand with well-designed assessments, a variety of assessments and feedback in order
to enhance the teaching and learning experience.

Overall, it is evident that teachers have a crucial role in the assessment design and
approaches to feedback which are two key aspects to the overall learning process. In
order for effective teaching to occur, the teacher must know the strengthens of their
students, areas which require improvement, how their students learn and ensure that
the student knows the goal of the subject (AITSL, 2015). It is vital that assessments are
designed to provide data about the knowledge and understanding of the student as
well as provide indication of areas which require strengthening for the teacher and
student to action (Hattie and Timperley, 2007). Assessment design and teaching
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practices need to be focussed on the student’s ability to problem solve and critically
think, instead of competency to carry out a task, in return in an increase in student
success and accomplishment (Klenowski & Wyatt-Smith, 2010). Effective feedback is a
result of quality feedback which has result in positive outcomes for the teaching and
learning processes which sees substantial development in educational outcomes. There
are a variety of teaching approaches which can be adopted to implement effectively
carry out formative assessment to achieve positive teaching and learning outcomes.

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 References
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Black, P. & William, D. (1998) Assessment and classroom learning, Assessment in Education, 5, pp. 7–
75.

Glaser, Glaser, Pellegrino, James W., & Chudowsky, Naomi. (2001). Knowing What Students
Know: The Science and Design of Educational Assessment.

Graham, S., Harris, K., & Hebert, M. A. (2011). Informing writing: The benefits of formative
assessment. A Carnegie Corporation Time to Act report. L1 RESEARCH ARCHIVES ONLINE.

Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81-
112.

Irons, A., 2007. Enhancing learning through formative assessment and feedback. Routledge.

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Vygotskian framework. Educational Psychologist, 31(3-4), 191-206.

Klenowski, V., & Wyatt-Smith, C. (2012). The impact of high stakes testing: The Australian story.
Assessment in education: Principles, policy & practice, 19(1), 65-79.

Levy, P., & Petrulis, R. (2012). How do first-year university students experience inquiry and research,
and what are the implications for the practice of inquiry-based learning? Studies in Higher
Education, 37(1), 85-101.

NESA (2019). Design and technology syllabus 2013. Retrieved from:

http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-
areas/technologies/designand-technology-syllabus

Rudolph, J. W., Simon, R., Raemer, D. B., & Eppich, W. J. (2008). Debriefing as formative assessment:
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Rushton, A. (2005). Formative assessment: A key to deep learning? Medical Teacher, 27(6),
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Wyatt-Smith, C.M., & Cumming, J.J. (2003). Curriculum literacies: Expanding domains of
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