Technology (Mandatory) – Areas for Assessment
- Researching, experimenting, generating, communicating
- Activities: Investigating and researching materials, Generating design ideas, Action and component plan, Designers and their work, Carried Away, Enviro-traveller – Research, Enviro-traveller – Class Wiki, Enviro-traveller – Evaluation of animation software, Enviro-traveller – Development of Storyboard, Enviro-traveller – Development of Animation
- Impact of technologies and design activities
- Activities: Investigating and researching materials, Designers and their work, Carried Away, Enviro-traveller – Evaluation of animation software, Enviro-traveller – Development of Storyboard, Enviro-traveller – Development of Animation
- Producing solutions using tools, materials, techniques
- Activities: Generating design ideas, Action and component plan, Carried Away, Enviro-traveller – Class Wiki, Enviro-traveller – Evaluation of animation software, Enviro-traveller – Development of Storyboard, Enviro-traveller – Development of Animation
- Managing and evaluating design processes and solutions
- Activities: Action and component plan, Designers and their work, Carried Away, Enviro-traveller – Evaluation of animation software, Enviro-traveller – Development of Storyboard, Enviro-traveller – Development of Animation
Areas for assessment provide a framework for structuring an assessment program, and may be used for reporting student achievement. They are derived from the course objectives, so they are linked to the course outcomes. Areas for assessment can be used as organisers for assessment of student achievement.
Good assessment practice involves designing quality assessment activities that enable students to demonstrate their achievements. Teachers can use the areas for assessment when designing an assessment activity, to ensure it is assessing performance in relation to a grouping of outcomes.
In designing the assessment schedule for a course, teachers may find it useful to map each planned assessment activity to one or more of the areas for assessment. This allows teachers to ensure that assessment in relation to outcomes can occur across the year in a manageable way.