XYZ High School

Design & Technology

Year 12 Assessment Task Notification

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: Ms. Feng Course/Year: 12

Date of Issue: Monday 30th July Assessment Task No: 3
Date to be Submitted: Friday 24th August Format of Task: Innovation case study (2000
(Due at 9am on the submission date) words)
Weighting: 20%

TASK DESCRIPTION:

This task requires students to conduct investigations into a chosen innovation, analyse the
innovation critically and present a 2000-word case study based on the findings.

[Innovation: A new method, idea, product or technology that generated within 2 years.]

Students should conduct research to answer the following questions:

 What is the innovation?

 What are the factors that underlying the success of the innovation?
 What are the ethical issues related to the innovation?
 How this innovation has an impact in the efficiency of an industry (or industries)?
 How this innovation impact on Australia and Australians now and in the future?

Outcomes to be assessed:

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 and producing

H5.2 selects and uses appropriate research methods and communication techniques

H6.2 critically assesses the emergence and impact of new technologies, and the
factors affecting their development
Case Study Scaffold (students should use the following bolded subheadings in the case
study):

 Introduction – Describe the innovation, explain the creative and innovative design
and production process of this innovation, and analyse the factors that made this
innovation unique and successful.
 Ethical issues – Explain any ethical issues considered during the design and production
process of this innovation and discuss how the ethical issues relate to innovation had
impact on environment and society.
 Impact on Australia society – Explain the influence of your researched innovation on
trends and efficiency in the industry on design and production, evaluate how this
innovation impact on Australia society now and in the future.
 Strength and Limitation – Critically evaluate strength and limitation of the innovation
and possible solutions.
 Reference – List all your researched references here using APA style.

other Instructions:

 The task can be submitted in either word document file or printed hardcopy.
 MARKING CRITERIA
Band Description of Marking Criterion Mark
Range
-Thoroughly describe the innovation, demonstrate a high level of understanding
6 of design and production process of the innovation and explicitly analyse the 16 - 20
factors that impact on the success of the innovation.
-Critically analyse the ethical issues during the development of the innovation,
and how these ethical issues had impact on environment and society.
-Critically evaluate the influence of the innovation on trends and efficiency in
industry on design and production, and evaluate how the innovation impact on
Australia society now and in the future.
-Critically evaluate the strength and the limitation of the innovation and suggest
possible solutions in detail.
-Highly related reference list with the right referencing style.
-Free of grammatical and spelling errors.

-With detail describe the innovation, demonstrate a relatively high level of

5 understanding of design and production process of the innovation and analyse 12 - 16
the factors that impact on the success of the innovation in detail.
-Analyse the ethical issues during the development of the innovation, and how
these ethical issues had impact on environment and society.
-Evaluate the influence of the innovation on trends and efficiency in industry on
design and production, and evaluate how the innovation impact on Australia
society now and in the future.
-Evaluate the strength and the limitation of the innovation and suggest possible
solutions in detail.
-Related reference list with the right referencing style.
-Relatively free of grammatical and spelling errors.

-With some detail describe the innovation, demonstrate some level of

4 understanding of design and production process of the innovation and explain 8 - 12
the factors that impact on the success of the innovation in detail.
-Examine the ethical issues during the development of the innovation, and how
these ethical issues had impact on environment and society.
-Examine the influence of the innovation on trends and efficiency in industry on
design and production, and examine how the innovation impact on Australia
society now and in the future.
-Examine the strength and the limitation of the innovation and suggest possible
solutions in some detail.
-Relative related reference list with some mistakes in referencing style.
-Some of grammatical and spelling errors.

-Describe the innovation, demonstrate basic understanding of design and

3 production process of the innovation and explain the factors that impact on the 4-8
success of the innovation in some detail.
 -Explain the ethical issues during the development of the innovation, and how
these ethical issues had impact on environment and society.
-Explain the influence of the innovation on trends and efficiency in industry on
design and production, and explain how the innovation impact on Australia
society now and in the future.
-Explain the strength and the limitation of the innovation and with simple
suggestions for possible solutions.
-Relatively related reference list with some mistakes in referencing style.
-Some of grammatical and spelling errors.

-Describe the innovation, demonstrate a high level of understanding of design

2 and production process of the innovation and identify the factors that impact on 1-4
the success of the innovation.
-Identify the ethical issues during the development of the innovation, and how
these ethical issues had impact on environment and society.
-Identify the influence of the innovation on trends and efficiency in industry on
design and production, and identify how the innovation impact on Australia
society now and in the future.
-Identify the strength and the limitation of the innovation and without suggestions
for possible solutions.
-Unrelated reference list with many mistakes in referencing style.
-Lots of grammatical and spelling errors.

-Unsatisfactory / non attempt

1 -Failure to hand in on time 0

Mark:

Teacher Feedback:
 FEEDBACK
Student Name: __________________________________ Classroom Teacher: _______________________

Assessment Task: ________________________________

HOW AM I GOING?

What you did well

What you need to improve

Where to next

What I have learnt for next time:

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________
Essay: Evaluate the importance of assessment and approaches to feedback and assessment design that
will inform your practice in your teaching area.

Classroom assessment is of vital importance for effective teaching and learning (Butler & McMunn, 2011;
Ndalichako, 2015) and ensuring the quality of education offered (Ndalichako, 2015). Assessment is classified
into three categories, assessment of learning, assessment as learning, and assessment for learning, which is
also named formative assessment. There are possible synergies between assessment for learning and
assessment of learning. Assessment of learning refers to the report on student learning, and the information
derived from assessment of learning can be used in a formative manner to support the progression of
student learning (Laveault & Allal, 2016). In this essay, assessment for learning will be mainly discussed in
the following three aspects. Firstly, the important role of assessment in teaching and learning. Secondly,
provide quality feedback for students has a positive impact on their learning process. Thirdly, the impact of
effective marking rubrics for formative assessment.

Significance of assessment

Assessment for learning emphasis on the purpose of the assessment, which is to assess student learning
process, attain learning outcomes, provide feedback and use assessment information to support student
learning (Laveault & Allal, 2016). Therefore, on one hand, teachers can use information from assessment to
adjust teaching strategies and design new activities to achieve learning goals (Ndalichako, 2015). This will be
discussed more in detail in the rubric section. And on the other hand assessment helps students to identify
the strengths, weaknesses and where they need to work hard to achieve the desirable learning outcomes
(Ndalichako, 2015).

Moreover, Butler and McMunn (2011) also concluded that a good quality assessment can also enhance
students’ motivation and involvement for learning. Assessment should be carefully designed in appropriate
difficulty levels, with meaningfulness instruction and variety of learning opportunities (Butler & McMunn,
2011). An example has been given by Butler and McMunn (2011) that if an assessment is cognitively
challenging, feasible, support deep understanding and interesting to students, student motivation can be
easily enhanced and student interest can be easily evoked as well. Additionally, teacher can leave gaps in
their knowledge structure, so students can be motivated to learn new knowledge to complete the task
(Butler & McMunn, 2011).

Quality feedback

Feedback is the most significant component of assessment for learning and it has powerful impact on
learning and achievement (Hattie & Timperley, 2007; Havnes, Smith, Dysthe & Ludvigsen, 2012). Information
feedback, such as feedback provides information on correct responses and the progress that the student
made compared to previous tasks, is more effective for students’ further learning (Hattie & Timperley,
2007). In the research Havnes et al. (2012) did, they also found that most of the students found the feedback
that provide information about what they did well and what was expected of them was useful. To provide
effective feedback for students, Hattie and Timperley (2007) concluded three questions to be answered in
the feedback: What are the learning goals? What progress has been made so far? What improvements need
to be done to achieve better? Students are more likely to increase their effort when feedback includes
explicit and clear goal for students rather than just write “doing more” (Hattie & Timperley, 2007). Specific
goals and associated feedback are more effective for future learning because they provide information
about criteria for success than more general goals (Hattie & Timperley, 2007; Havnes et al., 2012).

It is also suggested for teachers to have conversations with students about their learning process and their
performance for students to receive verbal feedback (Van der Schaaf, Baartman, Prins, Oosterbaan, &
Schaap, 2013; Hattie & Timperley, 2007). By having conversations, students will be able to think reflectively
and evaluate his or hers own learning process to reduce the gap between their performance and the
intended learning goals (Van der Schaaf et al., 2013; Hattie & Timperley, 2007).

Moreover, feedback should be constructed according to different practices in different subjects (Havnes et
al., 2012). Students found the feedback was more effective in the following four situations. Firstly, when a
test or assessment was graded and handed back to the student and the teacher discussed potential mistakes
with all students in the classroom setting. Secondly, oral feedback from the teacher and peers are given for a
project or immediately after a project presentation. Thirdly, students actively seek support from the teacher
when they had problems and check out the progress of their work. And fourthly, feedback from peers are
more effective sometimes if it is hard to reach the teacher (Havnes et al., 2012).

Nevertheless, it is also vital for students to pay attention to feedback and use the feedback to make progress
and it is related to students’ motivation and willingness to achieve success (Van der Kleij, Eggen, Timmers &
Veldkamp, 2012). Van der Kleij et al. (2012) also suggested that the length of the assessment and the
difficult level of the assessment also determine the amount of attention paid to the feedback, and
subsequently the feedback’s effect.

Effective Rubric

A rubric is a consistent set of criteria for a student task and also includes descriptions of quality levels of the
task (Brookhart, 2013). There are two types of rubrics, which are analytic rubric and holistic rubric. Analytic
rubric has separate description on each criterion, and holistic rubric describes the work by applying all the
criteria and allowing overall judgement about the quality of the task (Brookhart, 2013). Rubrics should be
descriptive rather than evaluative. Though students can use rubrics to evaluate their performance by
matching the work with the descriptions in the rubric (Brookhart, 2013). A good rubric defines clear learning
goals, the standard for high quality work, and teacher’s expectations for the task (Andrade, & Valtcheva,
2009). It can provide students with valuable information about the task and encourage them to work
towards teacher’s expectations. However, simply hands out the rubric to students may not be so useful for
them. It showed immense improvements in students’ work when the teacher clearly explains the rubric and
involve students in using a rubric to self-assess their work actively (Andrade, & Valtcheva, 2009; Bharuthram,
2015).

Rubrics are not only useful for students to self-assess and evaluate their performance but also beneficial for
teachers to teach (Brookhart, 2013). Brookhart (2013) stated that a good rubric helps teachers to establish
clear learning goals, avoid confusing the task with learning goals and focus on whether the learning goals are
achieved through assessing students’ tasks. The rubric can inform teachers whether the learning outcomes
have been met by students, therefore, teachers are able to reflect on their teaching practice and curriculum
content arrangement (Bharuthram, 2015).

Furthermore, provide students with feedback based on rubric is also beneficial for students to self-evaluate
their learning process and performance accurately, which explains students use individual feedback to judge
their own learning performance accurately (Wollenschläger, Hattie, Machts, Möller & Harms, 2016). Therefore,
as a consequence of this self-regulative and self-evaluative process, academic performance improvement
can be realized by teachers providing information on the level achieved by the student in comparison with
the given learning goals in the rubric (Wollenschläger et al., 2016). Using the rubric criteria as the competence
model to give grades to students rather than compare their performance to their classmates, it standardizes
the quality and levels of expectations for all students (Wollenschläger et al., 2016).

Conclusion

In conclusion, assessment for learning is accounted as the most significant component for teaching and
learning process. When designing a formative assessment for students, rubrics should be carefully
structured and include clear description of the learning goals and the expectations for students. Rubrics
should be explained to students and encourage them to use rubrics to self-assess if the learning goals have
met. Feedback is also a vital component of an assessment. In order to be effective for students’ future
learning, teachers’ feedback should include clear learning goals, the progress student has made and
improvements can be made in the future. And students should be encouraged to pay attention to the
feedback and use feedback to make improvement for future learning process. Only in this way, feedback can
be useful for student improvement and academic achievement.
 Reference

Andrade, H., & Valtcheva, A. (2009). Promoting Learning and Achievement Through Self-Assessment. Theory

Into Practice, 48(1), 12-19. Doi: 10.1080/00405840802577544.

Butler, S. M., & McMunn, N. D. (2011). A Teacher’s Guide to Classroom Assessment: Understanding and

using assessment to improve student learning (1st Ed.). John Wiley & Sons, Incorporated.

Brookhart S. M. (2013). How to Create and Use Rubrics for Formative Assessment and Grading (ASCD

member book). Alexandria, Va.: ASCD. Retrieved from:

https://ebookcentral.proquest.com/lib/uwsau/reader.action?docID=1123215&query=

Bharuthram, S. (2015). Lectures’ Perceptions: The value of assessment rubrics for informing teaching

practice and curriculum review and development. Africa Education Review, 12(3), 415-428. Doi:

10.1080/18146627.2015.1110907.

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

Doi: 10.3102/003465430298487.

Havnes, A., Smith, K. Dysthe, O., & Ludvigsen, K. (2012). Formative Assessment and Feedback: Making

learning visible. Studies in Educational Evaluation, 38(1), 21-27. Retrieved from:

http://dx.doi.org/10.1016/j.stueduc.2012.04.001

Laveault, D., & Allal, L. (2016). Assessment for Learning: Meeting the challenge of implementation. Springer.

Ndalichako, J. L. (2015). Secondary School Teachers’ Perceptions of Assessment. International Journal of

Information and Education Technology, 5(5), 326-330. Doi: 10.7763/IJIET.2015.V5.524.

Pat-El, R. J., Tillema, H., Segers, M., & Vedder, P. (2013). Validation of Assessment for Learning

Questionnaires for Teachers and Students. British Journal of Educational Psychology, 83(1), 98-113.

Doi: 10.1111/j.2044-8279.2011.02057.x.
Van der Schaaf, M., Baartman, L., Prins, F., Oosterbaan, A., & Schaap, H. (2013). Feedback Dialogues That

Stimulate Students’ Reflective Thinking. Scandinavian Journal of Educational Research, 57(3), 227-

245. Retrieved from: http://dx.doi.org/10.1080/00313831.2011.628693

Van der Kleij, F., Eggen, T. J.H.M., Timmers, C. F., & Veldkamp, B. P. (2012). Effects of Feedback in a

Computer-Based Assessment for Learning. Computers and Education, 58(1), 263-272. Doi:

10.1016/j.compedu.2011.07.020.

Wollenschläger, M., Hattie, J., Machts, N., Möller, J, & Harms, U. (2016). What Makes Rubrics Effective in Teacher-

Feedback? Transparency of Learning Goals is Not Enough. Contemporary Educational Psychology, 44-45, 1-11.

Retrieved from: http://dx.doi.org/10.1016/j.cedpsych.2015.11.003