Information Management Exemplars

Lastly the 'Evaluation' confirms that there were changes to initial planning documents which resulted in being a little behind time. The student articulated the reasons for this.

This exemplar demonstrates how attention to planning in the first instance with the allocation of tasks to dates etc. assists students in demonstrating excellence for planning in this Standard.

Throughout this process the student has continually referred to design principles and commented on how the design has met or not met these principles. Every change has been documented and justified. This aids considerably in being able to view the decision-making process that the student has followed to arrive at a final solution.

The student has also had the document viewed by fellow students who suggested improvements that he acted upon as well as a spelling error that was corrected. It is obvious that this student would have proof-read his work himself, but to give it to another student for feedback which led to further improvement, consolidates the award of an Excellence grade.

The student then ties in previous investigation (eg the addition of the purple starfish background) into the 'designing a solution' phase of the decision-making model. All changes that are made through the development phase are fully justified and documented.

It is evident throughout the changes that the student is thinking constantly about meeting the brief and its specifications, including mentioning the headings that have to be inserted and that the product should be eye-catching.

The 'sixth change' justification in particular mentions that the colour has been changed to orange in order to appeal to males (as opposed to pink), whilst still managing to retain its eye-catching appeal.

For the final selection, the student has recognised that there are aspects of each sketch that have merit and has chosen some elements from each to create the final copy. This is a sensible approach to take. Often students make a definite choice of one design over another and do not consider that taking some elements from each is an acceptable option.

On looking at this student's work, and the clear justification of reasons why he has adopted this approach, you can see that the final result is a superior product.

This student has started with an invitation which is described by handwritten comments and printed. The student comments that the font will be changed. The next page introduces the back page and an RSVP. The remainder of the development focuses on improving these designs to create the final result.

Each change is documented and justified and the reader is able to follow the decision-making process in a logical way.

The commentary then goes on to say specifically how it met the brief and the specifications.

There is then a discussion on problems encountered during the process (a requirement of an Excellence grade) and the student ends his evaluation by alerting a user to the fact that although it meets most needs, there may still be situations where an alteration will be needed depending on its use.

The evaluation of the design process is honest and again very detailed. He acknowledges time issues and the parts of the process that he found improved his own skills. This student has in addition suggested ways that the process could be improved with a corresponding improved outcome.

The evaluation of the design process is again detailed and honest and states what was difficult and also what the student found valuable in terms of improving design and computer skills.

The student has also incorporated theory regarding logo design and colour when assessing whether a particular item is suitable. These ideas have been developed into the three thumbnail sketches that have been produced. These sketches have been evaluated with their strengths and weaknesses and a decision made as to the design of choice and why the other two were not chosen. Giving reasons why alternative designs are not suitable is an indicator of a higher achieving candidate.

This student could have reached Excellence if the commentary for the font, colour, image and logo were more in-depth and spoke about how the different elements, if selected, worked together. Some elements of all three designs appear to have had considerable strengths and this student may have benefited by not limiting his choice to one design, but taking aspects of each that would culminate in a superior final product.

The subsequent font analysis ties in previous investigation and discussion regarding theme, and colours etc. This ongoing evaluation, in relation to the brief, is continued throughout the process with the analysis of CD Covers 1 and 2.

It is noted that although the selection reasons are relatively brief, the preceding detailed analysis aids in clarifying why selection choices have been made. The student also notes that there are good elements in both designs and recognises that to make a decision of one or another would compromise the quality of the final document. In effect, the final choice selection incorporates elements from both options.

This student begins the investigation by referring to the brief and the specifications and acknowledging that a logo has to be produced (of an appropriate size) which will affect the choice of font chosen. There has been some detailed commentary provided and reasoned analysis for each of the fonts investigated with a summary that ties in theory with the choice made.

This exemplar has been selected as it highlights that when investigation occurs, the question needs to be asked "So what?" What has been learned from this investigation that will assist me with completing the brief? Having a concluding paragraph that summarises the investigation and says how the investigation will be used is an excellent way of showing the link between subsequent selections.

This same process is carried out with the analysis of colours and images/graphics. The final analysis is of existing logos. The commentary is again very detailed and this analysis ends with some conclusions relating to all the investigation which will be applied to the thumbnail sketches that follow.

It is important that there is some link between the investigation and the subsequent conceptual designs that follow to show that the decision-making model is being applied.

The 'selection' part of the decision-making model is a discussion about the three designs - their strengths and weaknesses - which also incorporates some regard for design principles. The final selection, although not long, acknowledges that there may be some problems in recreating the image. It is noted that the previous detailed commentary allows this student's final selection to be brief.

The student has also explained why the other design ideas were not chosen. This is important in the awarding of an Excellence grade.

Incorporated into the investigation are notes on Design Principles, including Repetition, Alignment, Proximity and Contrast where points of interest have been highlighted or examples given where these principles have been applied. A commentary is essential for awarding a higher grade. If the theory notes had been pasted in with no commentary, it is difficult to see how this theory may have influenced any further decisions relating to selection.

The student has completed in-depth investigation including looking at how the brochure will be folded, its shape, paper to be used and existing brochures and menus.

The investigation follows a logical sequence and leads into and reinforces the choices subsequently made for selection and development.