AS 91342 Annotated exemplars

This annotated exemplar is intended for teacher use only. Annotated exemplars are extracts of student evidence, with commentary, that explain key parts of a standard. These help teachers make assessment judgements at the grade boundaries.

Download all exemplars and commentary [PDF, 33 MB]

TKI Design and Visual Communication assessment resources (external link)

For Excellence, the student needs to effectively develop a product design through graphics practice.

This involves reviewing and refining well considered design ideas that integrate product design knowledge throughout the development.

This student has integrated technical product design knowledge of fixtures, fittings and some assembly detail throughout the initial ideas and development (1) (2) (3) (4) (5). The student has also integrated product visual communication techniques and approaches such as product design drawings and rendering, to effectively develop a seating design (1) (2) (3) (4) (5).

The skills used to present the ideas are effective, and the mock-up and modelling begin to contribute to the review and refinement of well-considered ideas (6) (7).

For a more secure Excellence, the student could integrate further ergonomic and functional aspects (product design knowledge) in the development of the seating design. For example, integrating anthropometric data to establish optimal seat dimensions.

For Merit, the student needs to clearly develop a product design through graphics practice

This involves:

• reviewing and refining design ideas that incorporate productdesign knowledge
• making design judgements on relevant features of the design, in response to the brief, that inform the progression of design ideas.

This student has shown review and refinement throughout most of the portfolio. This incorporates product design knowledge for the design of a chair (7) (8) (9) (10). Design judgements on relevant features of the design, in response to the brief, that inform the progression of design ideas are shown throughout the student annotation (1) (2) (3) (4) (5) (6).

To reach Excellence, the student would need to show further evidence of the review, refinement and progression of the design ideas integrating product knowledge. For example, further construction and assembly knowledge would help to demonstrate progression that integrates product knowledge.

For Merit, the student needs to clearly develop a product design through graphics practice

This involves:

• reviewing and refining design ideas that incorporate product design knowledge
• making design judgements on relevant features of the design, in response to the brief, that inform the progression of design ideas.

This student has reviewed and refined some of the details in a design for an insulated flask (1) (2) (3). The student has made some good design judgements on the relevant features, and these judgements mostly inform the progression of the insulated flask (2) (3).

For a more secure Merit, the student could further review and refine overall shape and form, and incorporate justification of dimensions, shape and form based on ergonomic and anthropometric data.

For Achieved, the student needs to develop a product design through graphics.

This involves:

• exploring and refining design ideas that draw on product design knowledge
• making design judgements on the positive and/or negative aspects of aesthetic and functional features of the design in response to a brief.

This student has explored the shape and form of a toaster (1) (2) and showed refinement which draws on some product knowledge (3) (4) (5). There are examples of design judgements on the positive and/or negative aspects of aesthetic and functional features throughout (3) (4) (5) (some of these examples are highlighted in red).

To reach Merit, the student could show further development of the form of the design (its three dimensional nature) and progress the overall development of the toaster design. There could also be review of size requirements such as the toaster compartment and links to ergonomic principles.

For Achieved, the student needs to develop a product design through graphics.

This involves:

• exploring and refining design ideas that draw on product design knowledge
• making design judgements on the positive and/or negative aspects of aesthetic and functional features of the design in response to a brief.

This student has shown some exploration of 3D form (1). The student uses good visual communication skills to show technical refinement of a food mixer idea (2) (3) (4). Design judgements are on the positive and/or negative aspects of aesthetic, and functional features of the food mixer are shown throughout (2) (3) (4).

For a more secure Achieved, the student could strengthen the exploration of shape and form and use design tools (anthropometrics, ergonomes, mock-ups, and models).

For Achieved, the student needs to develop a product design through graphics.

This involves:

• exploring and refining design ideas that draw on product design knowledge
• making design judgements on the positive and/or negative aspects of aesthetic and functional features of the design in response to a brief.

This student has explored design ideas which draw on some product knowledge (1) (2). There is refinement of the pepper mill that draws on some technical information (3) (4) (5).

To reach Achieved, the student could draw on design tools such as anthropometric data and ergonomic principles to refine optimal comfort, grip, texture etc. There could also be further refinement of aesthetics in terms of the overall colour and materials.