1. Technology External Assessment workshop Professional Learning and Development initiative funded by the Ministry of Education and NZQA Session 3 AS 91617 Presenters Carl Burr - Burnside High School Malcolm Howard – Team Solutions May 2015

2. Level 8 NZC linking to 91617 Component: Knowledge of design Reminder the focus of this component is… understanding the way informed, creative and critical development of new ideas is achieved and how these are realised into feasible, sustainable outcomes.

3. Progression Initially students learn basic concepts relating to ‘What is design?’ and how or why something may be described as a ‘good’ or ‘bad’ design. Students progress to advanced concepts relating to sustainable design and innovation as currently understood, and to complex concepts relating to future focused themes, principles of good design, and making judgements of a design’s quality in the context of its use.

4. Specific to Level 8 At level 8 the learning objective (LO) is Students will demonstrate understanding of complex concepts in design Teacher guidance: Explore design good and bad Explore principles of good design Explore criteria for making such judgements Apply the principles of design criteria to make a judgment of a design ( outcome)

5. As a result of teaching (ie the indicators) Students can: Evaluates the quality of the design of a technological outcome using contemporary design judgment criteria. Discusses the impact of contemporary judgment criteria on design decision making. Justifies the evaluation of a technological outcome’s design.

6. Linking across the programme of learning Linking to other objectives Brief development Planning for Practice Conceptual design Outcome development and evaluation Technological Modelling Technological Products Characteristics of Technological outcomes

7. Level 8 Teaching and Learning Guide Open the file in the folder teaching and learning guides open the file DET 8-1/2 Read and discuss key ideas with your group

8. Key ideas for Level 3 AS 91617

9. Teacher Aims and reasons for doing 3.10? Strengthen/inform other objectives being delivered. A subject pass. University Entrance. Subject endorsement. Design knowledge that links with a students stated tertiary and career aspirations. School expectations-External per programme. Other Externals less accessible to students.

10. What is the student start point? How many students have completed the other generic design standards (1.10 and 2.10)? Where did they gain enough design related prior knowledge to succeed? What existing knowledge are you building on? Why is this learning objective included and the standard used as the assessment tool standard instead of others? Where is the learning and the assessment positioned within your programme? (Beginning, middle, end or embedded) What other subject related reports have they completed?

11. Relevant lessons they could/should have learnt from 1.10 and 2.10. Describe, Explain Analyse, Discuss and Determine. Templates - scaffolding - structure - guidance Tool selection (underpins achievement for 2.10) Background noise (‘cut and paste’ and blah, blah, blah) Compromises and dilemmas (viable, equitable, bearable) Students are capable of independent thought Personal voice and opinion (independent thought … sshhh) End of the report should be an area of focus

12. The report is about critiquing a technological outcomes design. Is it a technological outcome - aka the result of Technological Practice? o Outcome selection impacts on achievement. o This is particularly relevant to non-technology subjects attempting this standard. o Note the difference between the result of TP and a student’s own TP o Specific product selection is important - make and model o Or the evolution of a product (progression of models over time)

13. Critique & criteria ( refer to activity #1) o What do these words mean? o How do they relate? o Should these words be the focus? o How are the design elements to be incorporated? o What is the tone of a critique?

14. Design stuff Choose appropriate judgement criteria to assist discussion, argument and/or judgement of design. What are the choices? Dieter Ram Someone else What are some others for each context Do we have criteria for selecting criteria?

15. Areas of improvement/interest for 2015 Some students concentrated on an outcomes function but then neglected the physical properties. Student should select outcomes that encourage personal voice (stuff they can touch and use) rather than relying on technical data and the views of others. Individually selected outcomes increase authenticity and ‘connects’ the student. Often results in a more in-depth opinion and divergent evidence (aka Students/schools who all did the same thing often didn’t do as well.)

16. Areas of improvement/interest for 2015 continued Who said students had to critique two products? (one in-depth is better than two below average. Just because students compare and contrast it doesn’t mean it’s even an Achieve let alone Excellence (do they describe, explain, analyse or discuss the similarities/differences?) Students who critique their own technological outcome often just report on their own practice rather than critiquing the outcomes design against a set of criteria. (more than a final evaluation) Many students wrote a comprehensive critique and explained the concept of good design but then neglected the other assessment criteria.

17. Which of the following headings should we use to assist students in organising design elements? o Physical, functional o Appearance, performance o aesthetics, function o objective, subjective o fitness for purpose o target market, users, appeal Does it matter which of these a student uses? Which best fits your students and programmes? Is this decision based on context, teacher preference, prior learning, continuity across the Faculty or just because.

18. Concepts of good design are a good beginning. But students should/could also explain, discuss, determine the following;  Why judgement criteria can change (influenced by fashion, time, societal expectations/changes, cultures, gender/ values etc.)  Why the interpretation of criteria changes. (Nana Mouskouri and Val Doonican are great performers, but now musicians name themselves after currency, talk fast and swear a lot)  Differing views of design and judgement criteria used to judge the quality of technological outcomes design. (ie modern vs post- modern)

19. Concepts of good design – says WHO? explain, discuss, determine Expand the views of others (quotes) by including a personal voice, contextualisation/opinion and explanation. (what judgement criteria had priority?) What were they thinking ???? Form follows function (modernist ) vs Form swallows function (post-modernist) Less is more (van der Rohe) vs Less is a bore (Venturi) Not the best examples but emphasizes differing viewpoints and allows student opinion to be formulated and heard..

20. When were they thinking it? EN4 Design decision making is influenced by the values tastes and views held by individuals, groups and/or collectives (movements and eras, people,time and place) Arts and crafts, art nouveau, de Stijl, modern, Bauhaus, art deco, Memphis, post-modernist, contemporary Industrial age, machine age, knowledge age. New look, swinging sixties, disco, yuppies, gunge, deconstructionism, bo ho Are these groups/collectives/eras? Can we pick and choose? What are some other options? How many do we explore?

21. Why were they thinking in that way? What may have led to change? Find a friendly Graphics Teacher to talk to and beg resources from. AS913402.33 Use the characteristics of a design movement or era to inform own design ideas –The student can describe the way the elements of design are used within the design movement or era. –The student can describe the social factors that influenced the design era or movement. Note this L2 Standard states describe, but a step up to explain shouldn’t be to difficult. Emphasis on world events of the time.

22. Concepts of good design – exploration and opinion forming  Why different designers/people use different judgement criteria.  Different historical eras/movements, cultures, ages and genders. (aspects that are relevant)  How different contexts will also have their own set of judgement criteria for example a building versus a mode of transport. (So what.. this affects me because)  Student states their preferences (ie Art Nouveau with Memphis tendencies.) to assist in justifying criteria selection

23. For Merit, students are asked to link ideas and discuss why contemporary judgement criteria are important for design decision making. What is contemporary? o Sustainable o Eco-friendly o Green manufacturing, o Safety o Social benefit o Or is it something else Do we also draw from the past? What bits? Why?

24. Merit stuff continued Students need to elaborate and present ideas that relate to today’s environment and think about what is good design. Assessment reports mention words like ‘personal judgement’ and ‘opinion’. This infers critical thinking again and a determination. (I think/have decided this is a good/bad design because….)

25. For Excellence students also need to discuss the impact of judgement criteria on design decision making. Aspects to consider include; o Designer o Sustainability o Manufacture o User

26. Excellence continued Students are asked to consider/explore competing and contestable factors (compromises and dilemmas?) when developing an outcome, students could elaborate further on this concept and relate it to the contemporary judgement criteria. Then ask themselves what would happen if the technologists ignored/tweaked these criteria. As well as exploring some ‘what ifs’.

27. Students who used ‘good headings’ often ensured they provided all the evidence to achieve.  But guidance is still needed that goes beyond a tick box.  More than just “how has the outcome changed “. (Often leads to historical account of the product and not how this relates to design judgement criteria changing over time.)

28. Looking forward… The inclusion of a students own Tech Practice is not yet widely incorporated, but it will be. The 3 rd year of a standard is when grade boundaries are “firmed up’. This standard will continue to evolve (just like “what good looks like’ does.) This external standard will grow as it is accessible and achievable for the majority of technology students.

29. Activity: Definitions (EN3) Group activity

30. Activity: What hat are you wearing? Critique of a product using the list of words from Multiple viewpoints ( EN4) Teenager ( male/ female) Grandparent A refugee migrant Cost conscious person ( on a budget) Conservationist Member of the local iwi

31. Activity What does the student work look like Stepping up from Achieved to excellence

32. Using checklists for the externals A significant issue with the externally assessed standards is students not covering everything that is expected. Refer to: The criteria in the standard (particularly where there are ‘and’ statements and commas) The recommendations contained in the previous years assessment report

33. The criteria in the standard A number of standards have criteria with multiple requirements covered with ‘and’ or commas in the sentence E.g. 91617 explaining the concept of good design and why criteria for judging the quality of design change

34. The assessment report Comments from the 2013 report for AS91617 (3.10) about required aspects missing… …appraised the design of a technological outcome, however, neglected all the other criteria required: e.g. concept of good design, why criteria to judge good design changes and views of design and judgement criteria

35. The assessment report Comments from the 2013 report for AS91617 (3.10) with advice from the panel leader… Candidates were advantaged by selecting clear headings based on the assessment criteria, such as: What is good design Why judgement criteria changes Different views of design and judgement criteria Appraisal of named technological outcome

36. Activity Using checklists for the externals In pairs/groups select either AS91053, AS91363, or AS91617. Use the standard, assessment report, assessment specifications, schedule, and any exemplars to design a simple tool for students.

37. Some headings to consider for your checklist Intro What is Good Design? Who decides what good looks like? Overview of design principles Dieter Ram and his principles, or someone else’s, and so what I think How has design changed over time? Example of design changing because judgement criteria change (related to product and/or TP) How does the use of judgement criteria increase the ‘quality’ of a design Critique of a technological outcome Importance of criteria of critique method One product, or multiple versions of a product Using others criteria or student generated? (include personal voice) How good is the 3rd generation model Why did the models change and did the criteria change/shift? Summary/conclusion/evaluation/determination/ justification When I look at the product as a whole and have thought about how these criteria interact. I think that ……. And have decided … current limitations for refinement appear to be…… and possible enhancements are likely to be in these areas because.

38. Activity Start to create a resource for your students that will compliment your programme. This could be; –Headings –Rubric –To do list –Tick box sheet

39. Any tool created has limitations We need to be able to differentiate for our students Tools to be adapted to meet: individual students abilities and aspirations context programme design

40. Possible report structure - Part One Intro What is Good Design? Who decides what good looks like? Overview of design principles o Dieter Ram and his principles, o someone else’s, and o what I think How has design changed over time? Example of design changing because judgement criteria change (related to product and/or TP) How does the use of judgement criteria increase the ‘quality’ of a design

41. Possible report structure – Part Two Critique of a technological outcome o Importance of criteria of critique method  One product, or multiple versions of a product o Using others criteria or student generated? (include personal voice) o How good is the 3 rd generation model o Why did the models change and did the criteria change/shift?

42. Possible report structure – Part Three Summary/conclusion/evaluation/determination/ justification When I look at the product as a whole and have thought about how these criteria interact. I think that ……. And have decided … current limitations for refinement appear to be…… and possible enhancements are likely to be in these areas because.

43. So what? Reflection Completing your action plan and an evaluation