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Year 12 Assessment Task

School policy applies regarding non-submission due to illness/misadventure. If school policy is not followed, a mark of 0 will be
awarded. The task must be handed in on the required date to your classroom teacher and the work must be referenced and be the
work of the student. It is advisable to keep a copy of the task for your records.

Classroom Teacher: Mr Mazzetti Year: 12


Date of Issue: Term 1, Week 1 Assessment Task No: 1
Date to be Submitted: Term 1, Week 5 (7) Format of Task: Case Study / Report
Weighting: 20%

TASK DESCRIPTION:
This assessment requires students to engage in a case study where they will critically analyse the advantages and
disadvantages of an existing innovative design. Students will research and evaluate their findings to understand the
impacts and considerations for design. This assignment will equip students with skills in understanding, evaluating,
higher order thinking and critical thinking that they will use as they design and develop their major project. The case
study will be presented in the format of a report. The use of images and graphs are highly encouraged. All sources of
information must be referenced.

TASK INSTRUCTIONS:
Students may choose 1 of the 3 case studies below or choose their own case study to evaluate the effectiveness of
an innovation. Students will need to write a 1200 - 1700 word report that:

• Identifies materials and give brief description such as properties / characteristics


• Identifies and describe the processes involved
• Identifies the innovation
• Identifies the risk, hazard or impact involved
• Discusses the advantages and disadvantages
• Proposes a better solution

CASE STUDY 1:
Every year in Australia, 48 million tyres are disposed. Only 16% are recycled, while approximately two thirds are
thrown into landfill, stockpiled, or illegally dumped. Recycled rubber flooring, commonly used in childrens
playgrounds, has been innovatively designed and developed from recycled, old tyres. However, there has been
concern about the safety and risk hazards of using this material.

CASE STUDY 2:
Smartphones have become a part of everyday life for many people around the world, meeting many needs and
creating many opportunities for both personal and professional use. There are now more mobile phones on Earth
than there are people. The number of mobile phones on Earth are growing at a rate of 5 times faster than the human
population. According to a report from the EPA in 2010, approximately 350,000 mobile phones are thrown away
every day. That is equal to over 152 million phones every year.

CASE STUDY 3:
Baby walkers were designed to help children learn to walk, allowing them to become mobile much earlier than
expected. Studies are now showing that a baby walker may actually slow down their walking development and can
pose serious harm unto babies. One particular study from The Journal of Paediatrics found that over 230,000 babies
under the age of 15 months in the USA, were treated in hospital due to injuries cause by a baby walker.
Marking Criteria

Marking Description of Marking Criterion Mark


Criterion Range
Identification Identifies at least one main material used to make this product and briefly discusses the 10
of Materials properties and characteristics of that material. May also include any other information
Involved such as health hazards or environmental impacts, lifecycle etc.

Identification Identifies at least one main process used to make this product and briefly describes the 10
of Processes stages of the process. May also include any other information such as health hazards or
Involved environmental impacts etc.

Identification Discusses why the product was designed, who it was designed for, what made it 20
of Innovation innovative, how it responds to needs or wants, and how it differs from other products.

Identification Identifies the risk/s involved from the product or design and discusses how the users 20
of Risk have been affected.
Evaluation of Lists and describes at least 5 advantages and 5 disadvantages of the product subject to 20
Advantages the case study. Evaluation shows some level of critical thinking through critically
and discussing the advantages and disadvantages.
Disadvantages
Proposal The proposal for a solution appropriately responds to the research findings and has been 10
well thought out, considering factors such as human and environmental impacts, risks,
materials, processes and is innovative.

Presentation Report is well written with no grammatical errors. Document is well formatted. Good 10
use of images and graphs. Information sources are referenced correctly.

OUTCOMES BEING ASSESSED:


H1.1 critically analyses the factors affecting design and the development and success of design projects
H1.2 relates the practices and processes of designers and producers to the major design project
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
H4.1 identifies a need or opportunity and researches and explores ideas for design development and production of
the major design project
H6.2 critically assesses the emergence and impact of new technologies, and the factors affecting their development
ASSIGNMENT SCAFFOLD:
Once students have selected a case study and began researching, they can use the subheadings below and follow the
guidelines to complete the report. The subheadings relate directly to the list in the task instructions.

• Title Page

• Table of Contents

• Introduction (100 - 150 words)


Briefly introduce the case study you have chosen and why. Briefly discuss what the report will talk about and what
methods you used to complete the report.

• Main Materials (200 - 250 words)


In this section identify at least one main material that is used to make the product and discuss the characteristics and
properties of that material such as durability, strength etc. Try to describe how and why that material is suitable for
that particular product. This section can should be brief and concise and can include images, maps or graphs.

• Manufacture Process (200 – 250 words)


In this section identify the main manufacturing process that is used to make the product and describe the stages of
the process. This is an ideal section to include images, maps, graphs or other visual means of communication.

• Innovation (150 – 200 words)


Briefly describe in this section what the innovation is in this product. Was it the way that it is made? The way that it
works? How did it differ from other products?

• Risks, Hazards or Impacts (150 – 200 words)


Briefly describe what the issue is with this product. Describe how it is a risk, hazard or impact. Include information
such as how people have been affected, how many people have been affected etc.

• Advantages and Disadvantages (300 – 500 words)


Evaluate and critically discuss the advantages and disadvantages and weigh them up to develop your own
understanding. For example, in Case Study 1, rubber flooring serves a great purpose and recycles tyres, however it
poses health risks.

• Conclusion / Solution Proposal (100 – 200 words)


Summarise and conclude on your findings then use them to propose a better solution. You do not have to go into
detail about your proposal, you can simply list and describe what it is in a few sentences, but you must show that you
have applied what you have learned from your research into your design idea. Also include a sketch, 3D model or
other visual to communicate your idea.
FEEDBACK

Student Name: __________________________________ Classroom Teacher: _______________________

Assessment Task: ________________________________

HOW AM I GOING?

What you did well Example:

What you need to improve

Where to next

What I have learnt for next time:

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________
This assignment is designed to respond to the aim of the Stage 6 Design and Technology Syllabus which is to “develop
students’ confidence, competence and responsibility in designing, producing and evaluating to meet both needs and
opportunities, and to understand the factors that contribute to successful design and production.” It is a smaller
research task that aims to help students to understand all the factors of design, so that they can apply these skills as
they engage in their major design project. This task is intended to prepare students for the major design project, and
also aligns with the HSC course structure which states that students are to carry out a case study which “involves the
critical analysis of an innovation. By conducting a detailed case study of an innovation, students will be able to identify
the factors underlying the success of the innovation; analyse ethical issues in relation to the innovation; and discuss
the impact of the innovation on Australian society. They may also be able to apply processes similarly in the
exploration and development of the major design project.” (Board of Studies NSW, 2009). As students conclude this
assignment with a proposal for a solution, they may wish to use this as a basis for their major design project.

The assignment is differentiated by giving choice to diverse learners in 3 ways. The first is by giving student a choice of
3 different case studies. This gives students a chance to build upon previous knowledge or experience by choosing a
topic that they are familiar with, relate to, better understand, or to select what may seem easier to them. The teacher
can also encourage a case study to an individual student based on their capability, such as choosing a more complex
topic for a gifted and talented student. The second way is through the range of word count, where students with
learning difficulties can successfully complete the report in 1200 words, or a gifted and talented student can be
supported by going deeper and including more information in 1700 words. This is further supported in the assignment
scaffold which gives a break down of the recommended word count range for each section. The third way that this
assignment can be differentiated is in the due date, where students who may struggle can be granted an extra 2
weeks to complete the assignment during recess, lunch or free periods.

In Design and Technology there are 2 main skills that are developed by students, the first is ‘designing’ and the second
is ‘making’. Equipping students with the skills that they learn in Design and Technology are intended to enable them to
become creative and inventive as they design solutions problems and improve quality of life. Students also learn to
recognise needs, want and opportunities and develop the skills to meet them. This is learned throughout the class
content and activities, and through assessment, teachers are able to understand the extent to how students have
developed an understanding and applied the skills that they have acquired as they work on a real life task (Leung,
2000).

The NSW Education Standards Authority (NESA) (2017), describes assessment in the document ‘Principles for
Assessment for Stage 6” as an essential part of teaching and learning. There are 3 approaches that help teachers to
know and understand how well their students are learning and what they are achieving, through the evidence
gathered from the assessment results. The 3 approaches are ‘Assessment for learning’, ‘Assessment as learning’, and
‘Assessment of learning’. These approaches can be used however the teacher wishes to, formally, informally, at the
same time, or one at a time.

‘Assessment for learning’ is an approach where the teacher will teach according to what they know about their
students current skills, knowledge and understanding. This is during the teaching and learning process and helps to
clarify on what the students are learning and how well they are understanding. This does not only help students to
achieve better marks but also helps students to learn better and more effectively through assessment. This also
involves both formal and informal learning activities that set clear goals and help teachers, students and parents to
evaluate and reflect on the results so that the teacher can better plan for future learning. It also includes the teacher
providing feedback that will effectively encourage the learner to improve and become familiar with engaging in both
self assessment and peer assessment.
‘Assessment as learning’ is an approach where the students assess themselves, are responsible for monitoring their own
learning and get to decide how to build upon their current knowledge and skills to use assessments to learn. This
approach helps students to become responsible for their own learning and requires them to enquire into and begin to
ask questions about their learning, where the student and the teacher are able to create goals for learning that
encourage the students growth and development. Students also learn to use feedback and self assessment that is both
formal and informal which also helps them to discover what the next step is for them in their learning. It also further
encourages reflection and peer assessment.
‘Assessment of learning’ helps teachers to assess students by comparing and measuring their results to the syllabus
outcomes and standards. This is also known as ‘summative assessment’ and is usually carried out at the end of units,
terms or semesters and is used in the ranking and grading of students. The task weighting, reliability and validity, is what
determines how effective this type of assessment can be, and the opportunity and quality of feedback during this
approach to assessment is what creates opportunities for improved learning. This approach is used by teachers to
learning goals and pathways for their students future learning, and is recognised by families, peers, educational
institutions and society as evidence of student learning and achievement.
These approaches can be implemented through my teaching in Design and Technology and will help me to meet the
first 5 of the 7 standards for teachers, and also help my students to learn effectively.
REFERENCES

Board Of Studies NSW. (2009). Design and Technology Stage 6 Syllabus. Retrieved from
http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-
areas/technologies/design-and-technology-syllabus

Leung, C. (2000). Assessment for Learning: Using SOLO Taxonomy to Measure Design Performance of Design &
Technology Students. International Journal of Technology and Design Education 10(2), 149-16`. Retrieved
from
https://www.researchgate.net/publication/251219902_Assessment_for_Learning_Using_Solo_Taxonomy_
to_Measure_Design_Performance_of_Design_Technology_Students

NSW Education Standards Authority. (2017). Principles of Assessment for Stage 6. Retrieved from
https://syllabus.nesa.nsw.edu.au/assets/global/files/years-11-12-assessment-advice.pdf

CASE STUDY 1

Planet Ark. (n.d.). Tyre Recycling. Retrieved from https://recyclingweek.planetark.org/documents/doc-1212-tyres-


factsheet.pdf

CASE STUDY 2

Button, K. (2016). 20 Staggering E-Waste Facts. Retrieved from https://earth911.com/eco-tech/20-e-waste-facts

CASE STUDY 3

Aussie Childcare Network. (2018). Baby Walkers Cause Injuries To Over 230,000 Young Children. Retrieved from
https://aussiechildcarenetwork.com.au/articles/childcare-news/baby-walkers-cause-injuries-to-over-230-
000-young-children