102090 Secondary Curriculum 2A

Assessment 2
Professional Task

Name: Vanessa Niccol

Student Number: 15073105
Tutor: Adam Watson

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Contents

Part A Assessment Task Notification ____________________3

Sample Scaffolds ____________________________________4
Marking Criteria ____________________________________ 9
Part B Essay ______________________________________11
References ________________________________________16

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 HIGH SCHOOL
Year 12 Design and Technology Assessment Task Notification

Date of Issue: Term 1 Week 1

Due Date: Term 1 week 6
Assessment Task Number: Task One
Format of Task: Innovation Case study – Written Report
Weighting: 20% / 50

TASK DESCRIPTION:

Just as energy is the basis of life itself, and ideas the source of innovation, so is
innovation the vital spark of all human change, improvement and progress.
– Theodore Levitt

Students are to investigate innovative and emerging technology in Australia.

This task requires students to choose ONE Australian innovation that occurred in
the last 50 years and complete a 2000 word written report.
Students will need to identify their innovation and describe the factors influencing
the design and design process in the creation of the innovation. They will also be
required to discuss and analyse the trends and influences affecting the success of
the innovation as well as any ethical considerations or factors of the design
impacting on Australian society. They will also need to examine and evaluate the
importance of agencies and the entrepreneurs’ role in the success of the innovation.
Students will need to evaluate the impact of emerging technologies with particular
reference to their chosen innovation. In the production of their report students will
demonstrate their ability to use a variety of resources in the research and analysis of
their chosen innovation. Through the completion of this case study, the knowledge
and research skills gained will assist students in the documentation of their major
work.

Outcomes assessed:

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

To successfully complete this task, a student will need to:

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1. Select and research ONE Australian Innovation from the last 50 years.
2. Utilise the scaffolds provided to assist you in completing your written report (max
2000 words).
3. Provide a bibliography with a variety of resources.
4. Format your document with page numbers, Size 12 Times New Roman font and
submit in PDF format.

Submission:

Task must be submitted on the due date in PDF form through Google Classroom.

If there are any justifiable technical difficulties a stapled hardcopy may be provided
to the TAS faculty staff room on the due date before 8:30am (registration sheet
must be signed for submission).

This task must be of your own work and correctly referenced. Please ensure you
save a copy of your work for your records.

Any issues email your classroom teacher: teacher.surname@generic.edu.au

_____________________________________________________________________

SCAFFOLDS

1. Select your Australian innovation within the last 50 years.

To assist you with your research a few innovations/designers/companies have been

suggested (you are not limited to these examples):
- GPS/Google Maps - Spray on Skin
- Polymer Bank Notes - Ultrasound scanner
- Atlassian - Marc Newson
- John O’Sullivan - Rhett Loban

Other resources to assist with your selection:

- CSIRO website
- Museum of Applied Arts and Sciences Website – Australia Innovates.
- Australia by Design TV Show
https://www.australiabydesign.com.au/
(Season 3 available for viewing on 10 play)

2. Case study structure

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Use this outline to assist with your report structure (a google.doc version of this is
available via Google classroom). When completing each section consider A.L.A.R.M
and utilise the T.E.E.L Scaffold to write your extended answers (provided below).
NESA Verbs have been used throughout this case study scaffold, if you are unsure
about their meaning check the definitions in the table in the pages following.

Title page
Name of innovation, name, class, due date

Contents page
List of your headings and corresponding page numbers.

Introduction – 250-300 words

Identify and describe your innovation.
Describe factors that influence the design /design process.
Using your innovation as an example, analyse the success of the design.

What makes it innovative? What need does the innovation address? What influenced
the design process? Was the solution successful? Why?

Impacts of trends and influences on successful innovations

250-300 words
Discuss the impact of the trends and influences affecting the development and
production of the design solution.

These may include social, global, political, economic and environmental issues. Also
consider historical and cultural influences e.g. social trends, technological change etc.

Impacts of innovation on Australian Society 350 – 400 words

Critically analyse the factors the designer had to consider in the development of
the innovation and its impacts on Australian society.

Think about sustainable technologies, ethical considerations and environmental issues

etc. For example the medical field, what ethical considerations would the designer
have when developing technology?

Role of Agencies and Entrepreneurs in the success of innovations

350 - 400 words
Examine the role of agencies and entrepreneurs and evaluate the impact they had
on the success on innovation using your innovation as an example.
What do they do? How do they assist in the creation of the innovation? Are there pros
and cons to their contribution? Was their influence beneficial to your innovation?

Impact of emerging technology 350 – 400 words

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Critically analyse how emerging technologies influenced your innovation.

Consider what emerging technologies helped develop your innovations. Do emerging

technologies sustain, improve or outdate your innovation? What are the potential
impacts or future implications?

Conclusion 150-200 words

Summarise the main points of your report and appreciate your innovation in a
closing paragraph.

Bibliography
_____________________________________________________________________

A.L.A.R.M

This will help you work out what points you need to do to successfully answer your questions.

T.E.E.E.L Scaffold

This will help you write about the points/topics you have researched and also identified through
utilising A.L.A.R.M.
Ensure that you explain, provide evidence, evaluate and link back to the question.
Do this for each Heading/question in your case study.

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_____________________________________________________________________

NESA VERB DEFINITIONS

Analyse Identify components and the relationship among them; draw out
and relate
Appreciate Make a judgement about the value of
Critically Analyse Add a degree or level of accuracy depth, knowledge and
understanding, logic, questioning, reflection and quality to
Describe Provide characteristics and features
Discuss Identify issues and provide points for and/or against
Evaluate Make a judgement based on criteria; determine the value of
Examine Inquire into
Identify Recognise and name
Summarise Express concisely the relevant details

METALANGUAGE DEFINITIONS

Agencies A business or organization providing a particular service on

behalf of another business, person, or group.
Emerging New technologies that are currently developing or will be
Technologies developed over the next five to ten years, and which will
substantially alter the business and social environment.
Entrepreneur A person who sets up a business or businesses, taking on
financial risks in the hope of profit.
Ethical Morally good or correct.
Innovation A new method, idea, product
Sustainable Able to be maintained at a certain rate or level. Conserving an
ecological balance by avoiding depletion of natural resources
Trends A general direction in which something is developing or changing

SENTENCE STARTERS
Image sourced from: https://eslforums.com/sentence-starters/

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8
 MARKING CRITERIA

Marking Mark
Description of Marking Criterion
Criterion Range
 Identifies and selects an appropriate and relevant
Australian innovation from the last 50 years. Shows
sophisticated knowledge and understanding of design
and the design process in the analysis of the innovations
success.
 Applies exceptional understanding of the trends and
influences impacting the success of innovation.
 Demonstrates highly complex knowledge and
understanding in the critical analysis of the impacts of
A innovation on Australian society and emerging 45-50
technology.
 Examines and evaluates the role of agencies and
entrepreneurs contribution to the success of innovations
with a sophisticated approach.
 Demonstrates highly comprehensive research methods
with accurate and relevant information from 5+ varied
sources.
 Appropriately sets out the document in the required
format with consistent correct spelling and grammar.
 Identifies and selects an appropriate and relevant
Australian innovation from the last 50 years.
Demonstrates broad knowledge and understanding of
design and the design process in the analysis of the
innovations success.
 Shows detailed understanding of the trends and
influences impacting the success of innovation.
 Applies thorough knowledge and understanding in the
B critical analysis of the impacts of innovation on 39-44
Australian society and emerging technology.
 Examines and evaluates the role of agencies and
entrepreneurs contribution to the success of innovations
in a detailed method.
 Exhibits thorough research methods with relevant
information from 5+ varied sources.
 Appropriately sets out the document in the required
format with 1 or 2 minor spelling and grammar errors.
 Identifies and selects an appropriate and relevant
Australian innovation from the last 50 years.
Demonstrates adequate knowledge and understanding
C 32-38
of design and the design process in the analysis of the
innovations success.
 Demonstrates satisfactory understanding of the trends

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 and influences impacting the success of innovation.
 Displays sufficient knowledge and understanding in the
critical analysis of the impacts of innovation on
Australian society and emerging technology.
 Examines and evaluates the role of agencies and
entrepreneurs contribution to the success of innovations
in a sound approach.
 Applies sound research methods with relevant
information from 3-4 different sources.
 Appropriately sets out the document in the required
format with few spelling errors.
 Identifies and selects an appropriate Australian
innovation that is not within the 50 year period. Applies
narrow understanding and knowledge of design and the
design process in the analysis
 Shows elementary understanding of the trends and
influences impacting the success of innovation.
 Displays simple understanding in the critical analysis of
the impacts of innovation on Australian society and
D 25-31
emerging technology.
 Examines and evaluates the role of agencies and
entrepreneurs contribution to the success of innovations
in a limited way.
 Demonstrates basic research methods with relevant
information from 2-3 similar sources.
 Appropriately sets out the document in the required
format with inconsistent spelling and grammar.
 Identifies and selects an innovation that is not Australian
and not within the 50 year period. Demonstrates narrow
understanding and knowledge of design and the design
process in the analysis.
 Unable to satisfactorily describe the impacts of trends
and influences on the success of the innovation.
 Demonstrates little to no understanding in the critical
analysis of the impacts of innovation on Australian
E 0-24
society and emerging technology.
 Unable to examine and evaluate the role of agencies and
entrepreneurs contribution to the success of innovations
with a basic approach.
 Shows limited research methods with irrelevant
information from one – two similar sources.
 Uses an incorrect format with inconsistent spelling and
grammar errors.

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Part B Essay

As the contemporary learner navigates their way through the heavily regulated

Australian education system their performance and that of the schools they attend, is

evaluated and scrutinised by nationwide curriculum, standards and means of

assessments. Smith (2005) states “NSW schools are taking more responsibility for

their own performance, are subject to closer public scrutiny and are finding new ways

of improving student outcomes in a world of ever-more demanding standards”(p. 42).

While teachers and schools are constantly reflecting and adjusting their approaches to

meaningful education practices they are strictly held accountable for the service they

provide. Not only are they dealing with the potential negative impacts of assessments

on the learner (North, Gross & Smith, 2015) but also their performance is compared

to other schools through the My School website (https://www.myschool.edu.au/). In

order to explore the importance of assessment and feedback on teaching practices and

the learners, this essay will evaluate the role of Case Based Learning as a means for

authentic assessments; the impact of assessment on teaching practices through

standards and creation of marking rubrics; and finally providing opportunities for

constructive feedback with particular reference to the benefits of technology. In the

implementation of suitable assessment and application of appropriate feedback in the

key learning area of Design and Technology, students and teachers have the potential

to engage in rewarding learning experiences.

Assessment does not focus primarily on the learners’ outcomes, while a means to

assess a student’s grasp of core concepts it also reveals the effectiveness of a teachers

pedagogical approaches. Jimaa (2011) supports this idea stating assessment “concerns

the quality of teaching as well as the quality of learning” (p.718). Resulting in the

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need to create authentic learning experiences whereby students engage in meaningful

tasks positioned within real world context outside of their school environment. The

benefits of this approach are two-fold, students are able to experience “real world

ways of knowing and doing” (Bennett, Harper & Hedberg, 2001, p.1) enabling them

to better understand the fundamental reasons and practices which they are learning to

utilise, but also allowing them to then take that knowledge and apply that

understanding to future endeavours. How this can manifest within the classroom

setting is through the application of Case Based Learning, this is supported by

Jonassen, Howland, Marra & Crismond (2008) who believe “learning tasks that are

situated in some meaningful real-world task or simulated in some case-based or

problem based learning environment are not only better understood and remembered

but also consistently transferred to new situations”(p.4).

Case Based Learning allows for students to analyse and gain insight into how industry

functions and contributes to the support and growth of society. For example learners

explore “considerations involving society, culture, and economics” (Ernst, 2009,

p.45) which are factors that include and develop higher order thinking. Grounded in

this model students will undertake study in which they consider, assess and evaluate

in order to begin learning to reason and think like an industry professional (Bennett,

Harper & Hedberg, 2001). Through various means of delivery, with supporting

resources students are able to explore and problem solve through the guidance of

precedent design situations and solutions, they will be able to understand how this

relates to the concepts, themes and outcomes that they are governed by and how it is

all interrelated (Bennett, Harper & Hedberg, 2001). While it is beneficial to

understand these prior solutions to problems, as design problems are oft-times ill-

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structured, the case study may not necessarily reflect what is found in modern real

world design teams. However what it does do effectively is “provide insights into the

experiences of the designers that enhance learners’ understanding of the development

process”(Bennett, Harper & Hedberg, 2001, p.7). Case studies are opportunities for

students to gain appreciation of past solutions, it can enhance students learning and

determine the extended knowledge applied to their major project, thus it is vital as a

means of assessment, particularity for the stage six learners.

As discussed earlier, assessment is not only a strategy to measure a students learning

but also highlights the approaches of teachers in the creation of assessments governed

by outcomes based marking criteria. When focusing on assessment teachers need to

understand the theory behind assessment of and for learning. An assessment activity

acts as a summative task in which students’ comprehension of core themes and

concepts are assessed against a fixed outcome based criteria. New South Wales

Education Standards Authority [NESA] (2019) state “Assessment of learning assists

teachers in using evidence of student learning to assess achievement against outcomes

and standards” (Assessment For, As, Of Learning, para. 6). Australian teaching

standards require educators to not only know how their students learn but also provide

methods in which they can assess and record the learning experiences of their pupils.

This impacts on teachers’ preparation and practices as it informs educators on how

they must implement strategies (Umami, 2018) that not only meet outcomes but also

differentiate for their students by providing differing entry point levels.

In making the marking rubrics teachers need to “scale sufficiently wide to reflect

adequately the relative differences in student performances” (New South Wales

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Education Standards Authority [NESA], 2017, p.7) utilising Blooms Taxonomy

teachers can scale the performance levels to compressively reflect the range of student

achievement. Through rubrics teachers are able to clarify what is required of the

students Ayres, Sawyer and Dinham (2004) state the benefit of setting explicit goals

“They make clear what pupils are to do; they make clear what pupils are to achieve;

they judge what can be expected of a pupil; they help pupils with difficulties” (p.145).

Assessment is believed to be most effective when students understand what is

required of them, knowing and understanding the criteria that structure the assessment

task. It allows for them to access feedback on the degree in which they understand the

content and improve their learning (NESA, 2017). While assessment tasks may

negatively impact a student’s wellbeing, the impact on teachers’ preparation and

practice are more positive and beneficial to the growth of the student. In essence

assessment criteria reports on “students achievements and about teaching them better

through expressing to them more clearly the goal of our curricula” (Jimaa, 2011,

p.718). Assessment is about measuring the level of students learning and providing

opportunities for them to make gains and learn more effectively which places much

importance on the role and impact of feedback.

Through an authentic assessment task and its marking rubric teachers and students are

able to uncover any patterns, difficulties or themes in the student’ learning and inturn

provide appropriate feedback suited to their need (Bennett, Harper & Hedberg, 2001).

Chai and Wang (2010) firmly believe in the significance of feedback to students

stating “In order for students to learn a particular skill, knowledge or attitude it is

crucial for the teacher to provide feedback” (p.94).

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In the key learning area of design and technology there are vast opportunities in

which to provide students access to feedback via technology. Implementing

educational platforms like Google classroom are incredibly beneficial to the learning

process in many ways. Not only does it allow students access to content not limited to

the classroom or school grounds but it also provides teachers with the opportunity to

engage in assessment for learning, how is the student progressing and what scaffolds

may be required. Utilising technology for assessment means feedback can be given

quickly, progress can be monitored, indeed the data gathered assists teachers in

understanding and determining if the learners are grasping what is required for

successful completion, focus is placed more on the gains then mark achieved

(Jonassen et. al. (2008). When applied correctly technology based assessment enables

opportunities for feedback from teachers or peers, create alterations and amend course

content, establish student gains on required outcomes Jonassen et. al. (2008).

Ultimately the goal of feedback is to provide a pupil with direction and motivation

towards improvement. Any feedback given to learners need to be steeped in positive

and constructive approaches. The potential for feedback to be negative or

misinterpreted as criticism may effect the motivation and thus engagement of the

student with the content of the subject. NESA (2019) implies assessment is a vehicle,

which “provides effective feedback that motivates the learner and can lead to

improvement” further stating assessment “effectiveness as an opportunity for learning

depends on the nature and quality of the feedback” (Assessment For, As, Of Learning,

para. 3&6).

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Assessment and feedback are important educational constructs for students in today’s

society. Looking at Smith (2005) statement “NSW schools are taking more

responsibility for their own performance, are subject to closer public scrutiny and

are finding new ways of improving student outcomes in a world of ever-more

demanding standards”(p. 42) it can be inferred the Australian educational system

requires schools, and teachers to take accountability for their approaches to learning.

This essay discussed implementation of Case Based Learning assessments as a

strategy to provide genuine and meaningful learning experiences, results of

summative and formative assessment providing data on a student’s understanding and

capabilities, together with the ability to inform and impact on teachers’ pedagogical

practice in the modification and delivery of feedback. Through the use of technology

teachers are able to provide opportunities for quick and constructive feedback.

Utilising the components of assessment and feedback, learning that is rewarding for

both student and teacher can be experienced.

References

Ayres, P., Sawyer, W., & Dinham, S. (2004). Effective teaching in the context

of a grade 12 high‐stakes external examination in New South Wales,

Australia. British Educational Research Journal, 30(1), 141-165.

DOI: https://doi-org.ezproxy.uws.edu.au/10.1080/01411920310001630008

Bennett, S., Harper, B., & Hedberg, J. (2001). Designing Real-Life Cases To Support

Authentic Design Activities, 1-10.

Chai, C., & Wang, Q. (2010). ICT for self-directed and collaborative learning.

Singapore: Pearson/Prentice Hall.

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Ernst, J. (2009). Contextual Problem Solving Model Origination. Journal of

Industrial Teacher Education, 46(2), 27-47.

Jimaa, S. (2011). The impact of assessment on students learning. Procedia - Social

and Behavioral Sciences, 28(C), 718-721.

Jonassen, D., Howland, J., Marra, R.M., & Crismond, D. (2008). Meaningful

learning with technology (3rd ed.). Boston: Pearson.

New South Wales Education Standards Authority. (2019). Assessment For, As And

Of Learning. Retrieved from:

https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-

the-curriculum/assessment/approaches

New South Wales Education Standards Authority. (2017). Assessment and Reporting

in Design and Technology Stage 6. Retrieved from:

https://www.educationstandards.nsw.edu.au/wps/wcm/connect/6b211cf9-

a68b-4808-a82a-06695e1348f3/design-technology-st6-

syl+Design+and+Technology.pdf?MOD=AJPERES&CVID=

North, B., Gross, M., Smith, S. (2015, September, 11). Study confirms HSC exams

source of major stress to adolescents. The Conversation. Retrieved from:

http://theconversation.com/study-confirms-hsc-exams-source-of-major-stress-

to-adolescents-46812

Umami, I. (2018). Moderating Influence of Curriculum, Pedagogy, and

Assessment Practices on Learning Outcomes in Indonesian Secondary

Education. Journal of Social Studies Education Research, 9(1), 60-75.

Retrieved from: https://files.eric.ed.gov/fulltext/EJ1172024.pdf

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