For student use
Internal Assessment Resource
Achievement Standard Digital Technologies 91073:
Implement basic procedures to produce a specified digital
media outcome
Resource reference: Digital Technologies 1.43, 91073 (version 1)
Resource title: Road Safety Interactive Graphic
Credits: 4
Achievement
Achievement with Merit
Achievement with
Excellence
Implement basic procedures
to produce a specified digital
media outcome.
Skilfully implement basic
procedures to produce a
specified digital media
outcome.
Efficiently implement basic
procedures to produce a
specified digital media
outcome.
Student Instructions
Introduction
This assessment activity requires you to create an interactive graphic on the topic of Road Safety in New
Zealand. The interactive graphic should integrate at least two media types e.g. animation, image, created
image/object, audio etc. These need to created yourself i.e. they need to be original.
In creating the interactive graphic, you will:
● follow a step-by-step process that you have already been through with your teacher, referring to
the notes you made at that time
● keep to the specifications. Your teacher may give you some specification or you may develop
specifications independently and have them confirmed by your teacher.
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Creating text content is not part of this assessment activity. You may download suitable text and other
content from the Internet, as long as you address any copyright issues. Alternatively, your teacher may
provide text and other content for you to use. You yourself must develop original imagery / media (such
as a photograph, picture,audio, animation or diagram) to be included in your interactive graphic. Your
teacher will provide you with some links to NZTA road safety websites.
You will be assessed on:
● the extent to which your interactive graphic meets the specifications
● the manner in which you implement the step-by-step plan and apply techniques and testing
procedures to create the specified outcome. Your independence, as well as your accuracy and
efficiency, will be taken into account.
This is an individual task. You have 4 weeks (16 hours) to complete this assessment.
[teacher note: the time allowed can be adjusted to suit the needs of your students]
Planning tasks
Specifications - not assessed
If your teacher has provided specifications for the interactive graphic read and absorb them. Alternatively,
devise your own specifications (see task for an example) and then confirm with your teacher that they are
suitable. (This will ensure that you do not specify an outcome that is either too simple or too complex, and
that you will have access to all grades of achievement.)
Plan your outcome
Concept - not assessed
Identify an appropriate design concept (this may be provided by your teacher or you may have developed
one as part of another project).
Note to teacher: Students are not being assessed on their ability to create a design concept, but it is
good practice to have a plan for an outcome before starting to create it. (this could have been done with
91046 before starting this assessment)
Practice
Practice the techniques you will use to create your interactive graphic until you can apply them efficiently
and confidently.
Familiarise yourself with the techniques in the plan, as you will need to use them as you carry each step.
Some of the processes you may need to refresh are: drawing objects, using layers, ordering, linking,
importing, buttons / button states,rollover, tweening, transition/new scenes, text formatting.
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Task
Use the selected software to create your road safety interactive graphic, following the agreed plan and to
the agreed specifications.
Remember to think about:
Legal, Ethical and Moral issues
Think about how you will address the legal, ethical, and moral issues related to your outcome. You may
need to seek permission to use something you have sourced (check the copyright statement on the
website you are thinking about sourcing media from). You may need to think about what you put in your
graphic and if it will cause offence (many people have experience of issues around road safety and could
know someone who was involved in an accident); you many need to consider the age the graphic is
aimed at and make it appropriate. For information more about these issues, refer to the Techlink website
( http://www.techlink.org.nz/Case-Studies/IP/definitions/copyright.htm)
Testing
Think how and when you will test your developing outcome. This might mean, for example:
● visual previews of the interactive graphic (to ensure that it interactive features work appropriately
throughout the development)
● visual checks (to ensure that the content displays as planned, that it is readable and legible)
● final checking of usability to ensure that the interactive content can be used in the way you
intended.
● getting other people to check your interactive graphic works and is usable on a variety of
platforms
Formatting techniques and Design elements - your work will need to incorporate a variety of
formatting techniques and design elements
Some formatting techniques you may use are: changing the font size, font weight, typeface, fill colour,
stroke colour, stroke weight, stroke style, texture, size, angle etc.
You also need to apply some design elements i.e. colour, line, shape, texture, clarity, scale, contrast,
space proximity, alignment, proximity, repetition and simplicity.
For Merit
You need to be accurate in applying your techniques and testing - this would mean your interactive
graphic displays (and functions) as you intended or you lined elements of your interactive graphic up.
You also need to show independence in your decision making - this would mean you required minimal
support from your teacher or classmates. For example you may use online tutorials / help sections / web
pages to help make decisions rather than rely on the teacher to answer all of your questions.
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For Excellence
You need to create a fully functional interactive graphic in a straightforward and deliberate manner. This
means you select and use the most efficient software tool and resources at each stage and do not resort
to trial and error.
Finish and Hand In
When you have finished, save the final version of your interactive graphic .
Submit your work according to your teacher’s instructions.
Resource 1
SAMPLE specifications for an interactive graphic
The interactive graphic:
● has an image of a bike
● has roll over buttons that give safety information to specific parts of a bike i.e. brakes, tyres etc.
● has clear titles and subheadings that are easily identifiable
● is easy to use
● uses design principles
● uses information and (or) images / ideas from at least one of the NZTA websites
● uses two or more media types
● has at least one piece of created media i.e. a button, part of the bike, audio instructions, audio
safety information
● must be on the topic of bike safety / cycling safety
Teacher note: Specifications are short statements that describe the function of the finished product. They
should not describe a particular skill or efficiency. At all grade levels the product is required to meet
specifications. Skillful and efficient implementation is not required at the Achieved level.
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Assessment schedule: Digital Technologies 91073 [1.43] Road Safety
Interactive Graphic
Evidence/Judgements for Achievement
The student has implemented basic procedures to produce a specified digital media outcome. [EN 2,
3,4,5,6,7,& 8]
This means the student has
● applied a set of techniques to produce the specified outcome
● used the appropriate features of the digital media software to edit and integrate digital
media types
● applied formatting techniques and design elements as appropriate to the media type
● applied data integrity and testing procedures to ensure the outcome meets the
specifications
● followed legal, ethical, and moral responsibilities as appropriate
Examples of possible student responses
[Note this is a selection of possible points, not a complete response]
applied a set of techniques to produce the specified outcome
The student has, with support, completed an interactive graphic that meets the specifications and
functions as intended, although there are a few errors that do not affect the essential functioning, such as
a minor link that does not work and a non-essential image that does not display correctly.
used the appropriate features of the digital media software to edit and integrate digital media types
The student has taken relevant photographs, edited them using an imaging program, and used them in
the interactive graphic.
applied formatting techniques and design elements as appropriate to the media type
The student has used a hierarchy of headings, in fonts and colours appropriate to the selected design, to
aid usability and visual hierarchy (visual hierarchy is the order in which the human eye sees elements.
This order is created by the visual contrast between elements in the design. Elements with the highest
contrast to their surroundings are recognized first or more quickly than the element with lower contrast.
Contrast can be achieved with weight, size, colour, texture etc.)
applied data integrity and testing procedures to ensure the outcome meets the specifications
They have proofread the text to ensure that it is readable and legible, with only minor errors, edited the
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images to remove most unwanted distractions, and checked that the interactive graphic works.
The student has addressed all major issues, although they have not corrected all the minor inaccuracies
that showed up during testing.
followed legal, ethical, and moral responsibilities as appropriate
The student has sought permission to use text sourced from the Internet and has referenced this text /
image use correctly. Or the student has used creative commons licensing appropriately.
Below is some sample student work (a interactive map graphic). It clearly shows that text formatting has
been applied and that design elements (consistent headings, heading/body text hierarchy, coloured
headings, font choice) have also been applied.
Evidence/Judgements for Achievement with Merit
The student has skillfully implemented basic procedures to produce a specified digital media outcome.
[EN 2, 3, 4, 5, 6, 7, & 8]
This means the student has
● applied a set of techniques to produce the specified outcome
● used the appropriate features of the digital media software to edit and integrate digital media types
● applied formatting techniques and design elements as appropriate to the media type
● applied data integrity and testing procedures to ensure the outcome meets the specifications
● followed legal, ethical, and moral responsibilities as appropriate
● shown accuracy in the application of techniques and testing procedures
● shown independence with regard to decision making in the application of techniques and
testing procedures.
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Examples of possible student responses
[Note this is a selection of possible points, not a complete response]
shown accuracy in the application of techniques and testing procedures
The student has completed an interactive graphic that displays as intended, for example:
· all buttons work and all images display correctly
· images have been manipulated to fit the space available and to enhance the design concept
The student has used rulers / grids to create alignment between elements
shown independence with regard to decision making in the application of techniques and testing
procedures.
The student required minimal support from the teacher or fellow classmates and made decisions
independently, using online support / tutorials effectively. They may not have always used the optimal tool
in the optimal way, but they needed no direct assistance to:
· create a motion tween
· apply a range of design elements
· test the interactive graphic
· create vector graphic objects
Below is some sample student work (a interactive map graphic). It shows that accuracy has been applied
through the application of alignment.
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Evidence/Judgements for Achievement with Excellence
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The student has efficiently implemented basic procedures to produce a specified digital media outcome.
[EN 2, 3, 4, 5, 6, 7 & 8]
This means the student has
● applied a set of techniques to produce the specified outcome
● used the appropriate features of the digital media software to edit and integrate digital media types
● applied formatting techniques and design elements as appropriate to the media type
● applied data integrity and testing procedures to ensure the outcome meets the specifications
● followed legal, ethical, and moral responsibilities as appropriate
● shown accuracy in the application of techniques and testing procedures
● shown independence with regard to decision making in the application of techniques and testing
procedures.
● undertaken techniques and procedures in a manner that economises the use of resources
in the outcomes production and its use
Examples of possible student responses
[Note this is a selection of possible points, not a complete response]
undertaken techniques and procedures in a manner that economises the use of resources in the
outcomes production and its use
The student created a fully functional interactive graphic in a straightforward, deliberate manner, selecting
and using the most efficient tools and resources at each stage and not resorting to a trial-and-error
approach.
The interactive graphic displays as intended, with no errors. The links/buttons/rollovers are easily
interpreted and allow the user to know when they have clicked on them. Images have been resized /
cropped / re-touched before being imported into the graphic program.
Objects or graphics are created in a way that is efficient and allows for easy manipulation / animation in
the future i.e. use of symbols for each potential moving part on an object.
Teacher judgement will need to be used to determine whether as student has economised the use of the
resources. The most common application of this is where a student has selected a tool or method to
perform a task which saves time and is efficient. This can be observed by the teacher or be shown in the
student’s record of their process. Below is a sample extract from a student record of process which
indicates excellence.
“For my interactive graphic I decided to display safety information around a car image. I used the data
from the Right Car website. I decided to take a picture of my dad’s car for use in the project. I got my dad
to drive the car in front of the side of our house. The side of the house is painted white and the card is
dark blue, so there was a good contrast between the car and the wall. I chose to do this because I wanted
to use the magic wand in photoshop to help remove the background from the car. Having the high
contrast makes this easier to do. After taking the picture I selected the background using the magic wand
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and deleted it. This method is much quicker than using the lasso tool which involves manually tracing
around the outside edge of the car.”
Final grades will be decided using professional judgement based on a holistic examination of the
evidence provided against the criteria in the Achievement Standard.
EN is short for Explanatory Notes
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