Technology (Mandatory) – Areas for Assessment
- Researching, experimenting, generating, communicating
- Activities: Enviro-traveller – Research, Enviro-traveller – Class Wiki, Enviro-traveller – Evaluation of animation software, Enviro-traveller – Development of Storyboard, Enviro-traveller – Development of Animation, Designers and their work, Carried Away, Investigating and researching materials, Generating design ideas, Action and component plan
- Impact of technologies and design activities
- Activities: Enviro-traveller – Evaluation of animation software, Enviro-traveller – Development of Storyboard, Enviro-traveller – Development of Animation, Designers and their work, Carried Away, Investigating and researching materials
- Producing solutions using tools, materials, techniques
- Activities: Enviro-traveller – Class Wiki, Enviro-traveller – Evaluation of animation software, Enviro-traveller – Development of Storyboard, Enviro-traveller – Development of Animation, Carried Away, Generating design ideas, Action and component plan
- Managing and evaluating design processes and solutions
- Activities: Enviro-traveller – Evaluation of animation software, Enviro-traveller – Development of Storyboard, Enviro-traveller – Development of Animation, Designers and their work, Carried Away, Action and component plan
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.