Multi Domain Assessment Tasks - Moving Toy

Design, Creativity and Technology, Thinking Processes, Level 5

This multi domain task and other presented in this section were developed by teachers for teachers.

Students design and produce a mechanical figure that is moved by an electric motor and gear train.

Design guidelines

Design question 1: Is the purpose of the task assessment FOR, AS or OF learning?

Purpose
Primary purpose: Assessment OF learning

Reflection
The primary purpose of this assessment task is Assessment of Learning, but as with all design tasks there is also an opportunity for Assessment as Learning, as students are asked to monitor their own learning by managing the production time schedule.

Design principles and guidelines
Clarity of purpose: assessment FOR, AS or OF learning

Design question 2: Which domains, dimensions, standards and levels did the learning and teaching program focus on?

Purpose
Focus domains, dimensions and levels in the learning and teaching program
Level 5 Design - Creativity and Technology: Investigating and designing, Producing, Analysing and evaluating
Level 5 Thinking Processes - Creativity

Reflection
Students have examined the demands of design briefs and used creative thinking strategies to explore possibilities and generate multiple solutions. They have also learned how to set goals as a way of assisting in the evaluation of their products.
They generally know how to use tools safely, and are used to using the computer for research.
Most recently they have been experimenting with electronic circuit construction and gear train assembly.

Design question 3: Which domains, dimensions, standards and levels will this assessment task focus on?

Purpose
Focus domains, dimensions and levels of the assessment task
Level 5 Design - Creativity and Technology: Investigating and designing, Producing, Analysing and evaluating
Level 5 Thinking Processes - Creativity and Reflection, evaluation and metacognition

Reflection
The dimensions of the DC&T domain, in particular Investigating and designing and Analysing and evaluating, have a direct relevance to the Creativity and Reflection, evaluation and metacognition dimensions of the Thinking Processes domain. In both cases students need to be able to problem solve and use creative thinking strategies in the process. I am therefore going to take advantage of the opportunity to assess the knowledge, understanding and skills associated with all of these dimensions.

Design question 4: What specific knowledge, skills and behaviours will this task focus on?

Purpose

• Ability to create design sketches which reflect at least two different, and effective, methods of movement
• Ability to select a preferred option and draw it accurately in at least 2D form, with clear annotations to justify their choice
• Ability to generate goals of two different varieties, reflecting personal and product development goals to evaluate the finished product and process
• Understanding of the management of the production phase, including the appropriate selection and use of tools and equipment
• Ability to produce annotated modifications throughout the production phase, and use the established goals to produce a detailed evaluation report, which uses appropriate technical language.

Reflection
It is important that I am clear about the knowledge, understanding and skills that underpin the selected dimensions because the task design must allow my students the opportunity to demonstrate these aspects. They will also be reflected in the criteria for assessment, which will be communicated to the students before they begin the task.
As I have set them out here, the knowledge, skills and understanding that will be the focus of the task also reflect the process of production.

Design question 5: What will be the key features of the task?

Purpose
Task structure, type and mode of response and conditions: Students will work individually to design and produce a mechanical figure that is moved by an electric motor and gear train. An electronic flashing circuit is to be included in the design.

As this is a practical project the main outcome will be a fully functioning model. This will be accompanied by a design folio containing hand or computer-generated drawings and a full description of the design process, the investigation and design, the production process and the evaluation against a set of student-generated goals.

Reflection
I have prepared a Design Brief (PDF - 40Kb) which sets out the task requirements.

The Rubric (Word - 34Kb) will form the basis of feedback to the students on the quality of their performance on this assessment task and so will be part of assessment for learning. The rubric will also enable me to identify those understandings and skills that require further development in some students and I will be able to take that information into account when planning future learning and teaching programs.

The students will refer to the rubric during the assessment task to make certain that they are meeting the criteria and peer feedback will also be based on the rubric criteria.

The DC&T classroom is fully equipped and has electronic construction capabilities. Students will also have access to computers if they wish to complete their designs electronically.

Design question 6: What key features of student performance am I expecting to see? What evidence am I looking for?

Standard
Design, Creativity and Technology
At Level 5, students use various strategies and sources of information to investigate and research a range of factors relevant to more sophisticated design briefs to which they have contributed. During the design process they clarify their understanding of design brief requirements and their design ideas by gathering, responding to and providing feedback to others. They develop evaluation criteria from the design brief to inform their judgments during the design process. They use a variety of drawing and modelling techniques to visualise design ideas and concepts. Students demonstrate understanding of design elements and principles and use appropriate technical language.

Students understand and logically sequence major stages of production, and calculate and list materials and quantities needed for production. They record and communicate their ideas using a variety of media that includes information and communications technology equipment, techniques and procedures.

Key features and evidence
Ability to explore different design possibilities.

Criteria or rubric

	At the Level
Produces labelled design sketches which reflect one method of movement	Produces clearly annotated design sketches which reflect at least two different methods of movement	Produces detailed annotated design sketches which reflect at least three different methods of movement

Key features and evidence
Ability to select, draw and justify their preferred option.

Criteria or rubric

	At the Level
Draws the preferred option in at least a recognisable form with some annotation that justifies the choice	Draws the preferred option accurately in at least a 2D form or similar with clear annotations that justify the choice	Draws the preferred option accurately in a 3D form or similar with clear annotations that use technical language to justify the choice

Key features and evidence
Ability to generate goals to evaluate the finished product.

Criteria or rubric

	At the Level
Provides appropriate goals of one type only, reflecting either personal or product development goals	Provides appropriate goals of two different varieties reflecting both personal and product development goals	Provides significant and appropriate goals of three different varieties reflecting clearly defined personal and product development goals

Standard
Level 3 Thinking processes - Reasoning processes and enquiry
At Level 5, students use a range of question types, and locate and select relevant information from varied sources when undertaking investigations. When identifying and synthesising relevant information, they use a range of appropriate strategies of reasoning and analysis to evaluate evidence and consider their own and others’ points of view. They use a range of discipline-based methodologies. They complete activities focusing on problem solving and decision making which involve an increasing number of variables and solutions.

Key features and evidence
Understanding of the management of the production phase, the appropriate selection and use of tools and equipment.

Criteria or rubric

	At the Level
Produces a partly finished product which displays limited use of tools and processes. The selected movement is of a simple nature	Produces a fully finished functional product, which displays competent use of a variety of tools and processes. The selected movements are of a predictable nature	Produces a fully finished, functional product which displays excellent use of a variety of tools and processes. The selected movements are of a challenging nature
	At the Level
Displays only limited understanding of the total process by listing simple modifications considered but perhaps not undertaken during production	Displays understanding of the total process by explaining in annotations modifications that were undertaken during production	Displays understanding of the total process by explaining in annotations complex modifications that were undertaken during production

Standard
Thinking Processes - Creativity
At Level 5, students apply creative thinking strategies to explore possibilities and generate multiple options, problem definitions and solutions. They demonstrate creativity, in the ways they engage with and explore ideas in a range of contexts.

Key features and evidence
Ability to reflect on progress and modify plans as appropriate.

Criteria or rubric

	At the Level
Uses the established goals to produce a simple and limited evaluation report. No technical language is evident	Uses the established goals to produce a detailed evaluation report. Some appropriate technical language is evident	Uses the established goals to produce a highly detailed evaluation report with relevant technical language

Reflection
The descriptions of levels of performance in relation to the criteria reflect my expectations of performances just below Level 5, at Level 5 and just above Level 5.

The process used to develop this multi domain assessment tasks was based on sound design principles and guidelines. Detailed information on this design process can be found on the Multi domain assessment tasks page.