AS 91628 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, 1.4 MB]

TKI Design and Visual Communication assessment resources (external link)

For Excellence, the student needs to develop a visual presentation that effectively exhibits an outcome to an audience.

This means that the student needs to provide evidence of the skilful integration of presentation techniques and formats, in order to promote the design intent of the outcome in a convincing manner. The evidence must also show informed designer decisions that integrate exhibition design knowledge and the nature of the design outcome.

The student has started to effectively exhibit the outcome, making informed design decisions for a coffee house based on extensive knowledge of exhibition design, the audience and the nature of the outcome (1).

The student is starting to make informed designer decisions, i.e. decisions that reflect their role as the designer, regarding the exhibition of their work.

The integration of the exhibition design knowledge and the nature of the outcome can be seen across the whole image (2), with very good visual links to the final presentation.

The final presentation (3) shows the ‘skilful integration of presentation techniques and formats’ to promote the design to the audience in a convincing manner.

There are elements of this work that range across the Excellence grade boundary.

For a more secure Excellence, the informed designer decisions would need to be more consistent throughout the whole submission.

For Merit, the standard requires the student to develop a visual presentation that clearly exhibits an outcome to an audience.

This means that the student needs to provide evidence of the integration of presentation techniques and formats to communicate a cohesive visual presentation.

The evidence must also show informed design decisions that draw on exhibition design knowledge and the nature of the design outcome.

The student has developed a visual presentation that clearly exhibits an outcome (a design for a coffee house) to an audience by exploring possible presentation formats and techniques (1), with a focus on the exploration of the exhibition.

The investigation of the exhibition space is met (2). It also shows how the presentation formats and techniques have been integrated into the final presentation ideas. The student investigates how the audience will interact with the presentation (3) (4).

The student gets others to critique the presentation ideas (5), gaining an appreciation of how the audience will view the presentation.

The nature of the design is investigated in the layout of the presentation (6).

Informed designer decisions start to integrate the exhibition design knowledge and the nature of the outcome (7). The presentation starts to show skilful presentation (8). This submission meets the excellence level for the first criterion of the standard.

To reach Excellence, more evidence of designer decisions would be required, i.e. the values, tastes and views of the designer should be more apparent.

or Merit, the standard requires the student to develop a visual presentation that clearly exhibits an outcome to an audience.

This means that the student needs to provide evidence of the integration of presentation techniques and formats, to communicate a cohesive visual presentation.

The evidence must also show informed design decisions that draw on exhibition design knowledge and the nature of the design outcome.

The student has started to develop a visual presentation that clearly exhibits an outcome (a design for an architectural solution) and starts to make informed design decisions based on a good knowledge of exhibition design planning, the audience and the nature of the outcome.

This can be seen in the highlighted areas of the student’s work (1). The student is starting here to make informed designer decisions, i.e. decisions that reflect the student as the designer, regarding the exhibition of their design ideas. The investigation of the exhibition space is less developed, and investigated within the development of the presentation.

The integration of the exhibition design knowledge and the nature of the outcome can be seen where an interview with Richard Chambers (a practitioner in the field) (2) provides a stepping stone into the final presentation.

The final presentation (3) starts to integrate the presentation techniques and formats to create a cohesive presentation. There are elements of the work that range into the Excellence grade boundary.

For a more secure Merit, the integration of the presentation techniques and formats should be strengthened.

For Achieved, the standard requires the student to develop a visual presentation that exhibits a design outcome to an audience.

This means that there should be evidence of design decisions that incorporate research and the selection and application of presentation techniques and formats that consider the needs of an audience and the nature of the design outcome, to communicate visual information about that design outcome within an exhibition space.

The student has selected and applied presentation techniques (compositional organisation, e.g. proximity, proportion, focal point, visual narrative, layout of content) and formats (model, drawings, mirror, raised platform, table and display board arrangement) to communicate visual information (about the design) to an audience within an identified exhibition space (1).

The student has demonstrated evidence of making design decisions (by visually exploring content, composition, layout, formats) about developing an exhibition that is informed by research, the needs of an audience (1), the exhibition space (3) and the nature of the design outcome being presented (2).

The student has started to integrate presentation techniques and formats (3) that would indicate a move towards a cohesive visual presentation, and the exhibition is shown as completed and installed in the chosen/allocated exhibition space (4), accessible to the public.

To reach Merit, the student would need to provide further evidence of design judgments that demonstrate an integration of presentation techniques and formats, i.e. a cohesive organisation of visual information that clearly conveys the intent of the features and quality of the design outcome, to an audience.

For Achieved, the standard requires the student to develop a visual presentation that exhibits a design outcome to an audience.

This means that there should be evidence of design decisions that incorporate research and the selection and application of presentation techniques and formats that consider the needs of an audience and the nature of the design outcome, to communicate visual information about that design outcome within an exhibition space.

The student has produced some evidence of selecting and applying presentation techniques and formats to communicate visual information about a filing system design outcome to an audience within a limited exhibition space (1). This includes some exploration of compositional principles (layout and visual content) and presentation modes (the model and display boards) suitable for communicating the final design outcome to an audience (2).

The students design decisions are informed by some research, an awareness of the needs of an audience (movement through the space), an understanding of the allocated exhibition space, and an appreciation of the design outcome being presented (3). The exhibition is shown (in photographs) installed in the chosen exhibition space (4)

For a more secure Achieved, the student would need to strengthen their selection and application of presentation techniques and formats such as adding depth of research, using quality visual content that communicates the product being exhibited with informed understanding of compositional principles and modelling techniques.

For Achieved, the standard requires the student to develop a visual presentation that exhibits a design outcome to an audience.

This means that there should be evidence of design decisions that incorporate research and the selection and application of presentation techniques and formats that consider the needs of an audience and the nature of the design outcome, to communicate visual information about that design outcome within an exhibition space.

There also should be evidence of design decisions which develop an exhibition that is informed by research, the needs of an audience, the exhibition space and the nature of the design outcome being presented.

This student investigated design ideas for an architectural solution. The student looks at the suitable presentation formats and starts to investigate the needs of the audience (1).

The student investigates existing presentations (2) and then investigates modes and media (3) that maybe suitable for the presentation.

The reasons for the selection of the presentation formats are shown (4), and the student starts to evaluate the chosen formats in terms of the audience needs.

To reach Achieved, the student would need to investigate the exhibition space and link these to the audience and the nature of the outcome, to enable design decisions regarding the presentation to be made and be able to meet the second criterion of the standard.