1.
Save this template to your school network or computer and alter it for your own assessment design or copy the
below information into your school-based assessment instrument template.
2.
Delete the information that is not relevant to your assessment, e.g. if the task is for Year 11, delete the Year 12
conditions. Information is provided in tables, so to delete, highlight the row you wish to remove, right click, and
select Delete Rows.
3.
Replace the red text with your school- and task-specific information.
4.
Ensure all information has been completed, i.e. no red text remains.
5.
Delete this instructional text.
Insert school-specific information, e.g. school name, logo
Technology Studies 2013
Report
Context
Insert context
Task
Insert task and/or stimulus material — seen question or statement using data, researched
information, primary and/or secondary sources
Supporting documentation
Evidence to support spoken or multimodal responses may include:
 research/data analyses
 notes or annotations
 summary of findings
 journal entries or log book
 seminar brief
 a recording of the response (as appropriate)
 annotated criteria sheet with teacher comments, student notes and other supporting
evidence for each student response.
Conditions
Year 11
Written — report: 600–1000 words
 Written responses require students to communicate a written assessment response to an
audience for a particular purpose.
Spoken: 3–4 minutes
 Spoken responses require students to present a spoken assessment response to a live or
virtual audience (i.e. through the use of technology) for a particular purpose.
Multimodal: 3–5 minutes
 A multimodal response uses a combination of at least two modes to communicate an
assessment response to a live or virtual audience for a particular purpose.
 Modes include:
- written
- spoken/signed
- nonverbal, e.g. physical, visual, auditory.
 Each of the selected modes contributes significantly to the multimodal response.
 This assessment occurs over a period of time, in class, and often in students’ own time.
1
 Reports are to include references and, where appropriate, tables of data, diagrams and flow
charts.
 The report should include recommendations that may be supported by sketches, drawings,
and diagrams.
Year 12
Written — report: 800–1200 words
 Written responses require students to communicate a written assessment response to an
audience for a particular purpose.
Spoken: 4–5 minutes
 Spoken responses require students to present a spoken assessment response to a live or
virtual audience (i.e. through the use of technology) for a particular purpose.
Multimodal: 5–7 minutes
 A multimodal response uses a combination of at least two modes to communicate an
assessment response to a live or virtual audience for a particular purpose.
 Modes include:
- written
- spoken/signed
- nonverbal, e.g. physical, visual, auditory.
 Each of the selected modes contributes significantly to the multimodal response.
 This assessment occurs over a period of time, in class, and often in students’ own time.
 Reports are to include references and, where appropriate, tables of data, diagrams and flow
charts.
 The report should include recommendations that may be supported by sketches, drawings,
and diagrams.
2
1.
Replace the red text with your school- and task-specific information.
2.
Make the standards instrument-specific. (Words may not be added to the standards except to specify the design problems / factors and particular modes / audiences.)
3.
The following words may be used in the singular: design problems / factors and particular modes / audiences.
4.
Ensure all information has been completed, i.e. no red text remains.
5.
Delete this instructional text.
Insert school-specific information (if required)
3
Applying design factors and communicating
Analysing design problems
Instrument-specific standards matrix
4
Standard A
Standard B
Standard C
Standard D
Standard E
The student work has the
following characteristics:
The student work has the
following characteristics:
The student work has the
following characteristics:
The student work has the
following characteristics:
The student work has the
following characteristics:
 thorough description of
design problems and
identification of
comprehensive and
relevant design criteria
 detailed description of
design problems and
identification of the
essential design criteria
 description of design
problems and
identification of design
criteria
 simple description of
design problems and
vague identification of
design criteria
 statements of some
design criteria
 discerning and thorough
interpretation of design
problems using design
factors
 appropriate and detailed
interpretation of design
problems using design
factors
 interpretation of design
problems using design
factors
 basic interpretation of
design problems using
some design factors
 statements about aspects
of design problems
 comprehensive and
discerning analysis of the
impacts of design factors
on decisions.
 detailed analysis of the
impacts of design factors
on decisions.
 analysis of the impacts of
design factors on
decisions.
 Simple analysis of design
factors to identify some
impacts on decisions.
 statements of the impacts
of design factors.
The student work has the
following characteristics:
The student work has the
following characteristics:
The student work has the
following characteristics:
The student work has the
following characteristics:
The student work has the
following characteristics:
 comprehensive application
of design factors to develop
and progress a range of
feasible ideas
 effective application of
design factors to develop
and progress a range of
ideas
 application of design
factors to develop ideas
 application of aspects of
the design factors to
develop simple ideas
 application of some
aspects of design factors
to reproduce ideas
 discriminating and
proficient use of
manufacturing
technologies, materials and
efficient project
management skills to
produce products in an
accurate response to
design criteria
 proficient use of
manufacturing
technologies, materials
and systematic project
management skills to
produce products in an
appropriate response to
design criteria
 use of manufacturing
technologies, materials
and project management
skills to produce products
in response to design
criteria
 simple use of
manufacturing
technologies, materials
and elements of project
management skills to
produce products in
response to design
problems
 use of some
manufacturing
technologies, material
and project management
skills to partially produce
products in response to
aspects of design
problems
 succinct and effective use
of communication suited to
modes and audiences.
 effective use of
communication suited to
modes and audiences.
 use of communication
suited to modes and
audiences.
 use of communication to
present information.
 communication of aspects
of information.
Synthesising and evaluating designs
5
Standard A
Standard B
Standard C
Standard D
Standard E
The student work has the
following characteristics:
The student work has the
following characteristics:
The student work has the
following characteristics:
The student work has the
following characteristics:
The student work has the
following characteristics:

discerning synthesis of
ideas to develop innovative
concepts that insightfully
solve design problems

effective synthesis of
ideas to develop
functional concepts that
solve design problems

synthesis of ideas to
develop concepts that
respond to design
problems

selection of ideas to
develop concepts that
respond to aspects of
design problems
 identification of concepts

valid and thorough
justification of decisions
and well-reasoned
recommendation

effective justification of
decisions and considered
recommendation

justification of decisions
and recommendations

simple justification of
decisions and obvious
recommendation
 some recommendations

discerning and thorough
evaluation of ideas and
products using design
criteria.

detailed evaluation of
ideas and products using
design criteria.

evaluation of ideas and
products using design
criteria.

simple evaluation of
solutions using aspects
of design criteria.
 partial evaluation of
solutions.