Technology - annotated exemplar Level 3 AS91610

Develop a conceptual design considering fitness for purpose in the broadest sense (3.3)

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This annotated exemplar is intended for teacher use only. The student work shown does not always represent a complete sample of what is required. Selected extracts are used, focused on the grade boundaries, in order to assist assessors to make judgements at the national standard.

Low Excellence

Commentary
Student work extract

Student 1 (PDF, 418KB)

For Excellence, the student needs to develop a justified conceptual design considering fitness for purpose in the broadest sense.

This involves synthesising evidence from ongoing research and functional modelling, including feedback from stakeholders, to substantiate the potential of the proposed outcome to meet the brief.

This student’s brief was to make props for a performing art competition that was based on the theme of nursery rhymes.

The student has synthesised evidence exemplified by the connections between an image of the old woman (1), a brainstorm from family violence (2), and a sketch of a shoe which is further developed into concept 3 (3). The student substantiates the potential of the proposed outcome to meet the brief (4). This is also done at the end of the conceptual design (not shown here).

For a more secure Excellence, the student could address further issues of fitness for purpose in the broadest sense, such as sustainability and the environment.

High Merit

Commentary
Student work extract

Student 2 (PDF, 360KB)

For Merit, the student needs to develop a refined conceptual design considering fitness for purpose in the broadest sense.

This involves:

  • ongoing exploration and evaluation of design ideas to determine their suitability for inclusion in conceptual designs
  • using evidence from ongoing research and functional modelling, including feedback from stakeholders, to evaluate the potential of the proposed outcome to meet the brief.

This student has created a conceptual design for an e-book.

The student has explored four design ideas to determine each one’s suitability for inclusion in conceptual designs (1). Two of the ideas have been developed further into concepts, and the typography (2) and typography layout (3) is modelled to determine which conceptual design is taken further. Extensive stakeholder feedback is used to evaluate the development process (4).

The student has evaluated the potential of the conceptual design to meet the brief, considering fitness for purpose in the broadest sense (not shown here).

To reach Excellence, the student could conduct ongoing research to determine the suitability of design ideas for inclusion in conceptual designs.

Low Merit

Commentary
Student work extract

Student 3 (PDF, 384KB)

For Merit, the student needs to develop a refined conceptual design considering fitness for purpose in the broadest sense.

This involves:

  • ongoing exploration and evaluation of design ideas to determine their suitability for inclusion in conceptual designs
  • using evidence from ongoing research and functional modelling, including feedback from stakeholders, to evaluate the potential of the proposed outcome to meet the brief.

This student has developed a conceptual design for an electric fence winder.

The student has produced an ongoing exploration and evaluation of design ideas (1) (2) to determine their suitability for inclusion in conceptual designs. Evidence has been used from ongoing research and functional modelling (2), including feedback from stakeholders (3), to evaluate the potential of the proposed outcome to meet the brief (4).

For a more secure Merit, the student could provide evidence of more evaluation of the potential of the proposed outcome to meet the brief in terms of fitness for purpose in the broadest sense, considering the outcome and practices used to develop the conceptual design.

High Achieved

Commentary
Student work extract

Student 4 (PDF, 541KB)

For Achieved, the student needs to develop a conceptual design considering fitness for purpose in the broadest sense.

This involves:

  • establishing conceptual designs through generating and evaluating design ideas informed by research, including the analysis of existing outcomes and the context considerations
  • using evidence from research and functional modelling, including feedback from stakeholders, to evaluate conceptual designs
  • communicating a final conceptual design for an outcome
  • explaining the potential of the proposed outcome to meet the brief.

This student has developed a conceptual design for a chicken coop.

The student has established conceptual designs (1) through generating and evaluating design ideas informed by research (2), including the analysis of existing outcomes (not shown here) and considerations of context (3).

Evidence from research (3) and functional modelling (4) has been used to evaluate conceptual designs. The final conceptual design for an outcome has been communicated (5), and the potential of the proposed outcome to meet the brief has been explained (6).

To reach Merit, the student needs to show more evidence of the ongoing exploration and evaluation of possible design ideas and functional modelling to determine their suitability for inclusion. For example, the potential of the floor dropping system to be fit for purpose could be more convincing than what was shown in the foam board model.

Low Achieved

Commentary
Student work extract

Student 5 (PDF, 530KB)

For Achieved, the student needs to develop a conceptual design considering fitness for purpose in the broadest sense.

This involves:

  • establishing conceptual designs through generating and evaluating design ideas informed by research, including the analysis of existing outcomes and the context considerations
  • using evidence from research and functional modelling, including feedback from stakeholders, to evaluate conceptual designs
  • communicating a final conceptual design for an outcome
  • explaining the potential of the proposed outcome to meet the brief.

This student has developed a conceptual design for the storage and use of a car subwoofer.

The student established conceptual designs (1) by generating and evaluating design ideas informed by research (2), including the analysis of existing outcomes (2) and considerations of context (not shown here).

Evidence from research (2) and functional modelling (3) (4), including feedback from stakeholders (5), has been used to evaluate conceptual designs. A final conceptual design for an outcome has been communicated (6), and the potential of the proposed outcome to meet the brief has been explained (6).

For a more secure Achieved, the student could further explain the potential of the proposed outcome’s fitness for purpose in the broadest sense and generate more design ideas.

High Not Achieved

Commentary
Student work extract

Student 6 (PDF, 412KB)

For Achieved, the student needs to develop a conceptual design considering fitness for purpose in the broadest sense.

This involves:

  • establishing conceptual designs through generating and evaluating design ideas informed by research, including the analysis of existing outcomes and the context considerations
  • using evidence from research and functional modelling, including feedback from stakeholders, to evaluate conceptual designs
  • communicating a final conceptual design for an outcome
  • explaining the potential of the proposed outcome to meet the brief.

The student has developed a conceptual design for a garment that could be worn by a woman aged 30+ to a formal dinner party.

Conceptual designs (1) have been established by generating and evaluating design ideas informed by research (2), including the analysis of existing outcomes (not shown here) and the consideration of context (not shown here).

Evidence has been used from research (3) and functional modelling (4), including feedback from stakeholders, to evaluate conceptual designs.

A final conceptual design for an outcome has been communicated (5) (6).

To reach Achieved, the student could explain the potential of the proposed outcome to meet the brief, considering fitness for purpose in the broadest sense. The student needs to make judgements that consider aspects such as the technical and social acceptability, the ethical nature of testing, the cultural appropriateness of the outcome, and health and safety.

 
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