AS 91355 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.

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TKI Technology assessment resources (external link)

For Excellence, the student needs to select and use planning tools to efficiently manage the development of an outcome.

This involves ongoing reflection on goals, resources and planning tools to optimise time and material use to ensure completion of an outcome.

This student has planned a process for designing a magazine. This student has also met the criteria for Achieved and Merit (not shown here). This excerpt only shows evidence for the Excellence criteria.

The student reflects on resources (1) in an ongoing manner, and optimises time by using alternative tools for stakeholder consultation and group work. They select software resources based on existing knowledge rather than learning new skills (2).

This student has begun to reflect on their use of the planning tools and how they have used the features of the tools. There is some basic explanation of the time and resource use. Ongoing goals have been set for each week (2).

For a more secure Excellence, the student could have reflected on how initial goals and planning tools affected efficiency.

For Merit, the student needs to select and use planning tools to effectively manage the development of an outcome.

This involves:

• selecting planning tools informed by an analysis of existing planning tools
• reviewing progress at critical review points to revise and/or confirm goals, resources, and planning tools to ensure completion of an outcome.

This student has planned a process for designing a magazine. This student has analysed the strengths and weaknesses of features for some existing planning tools (1). Google Calendar has been justified as one of the planning tools (2).

The student has used Google Calendar to list key stages, and tasks within those key stages. The student has identified critical review points, and allocated time and resources to each stage (not shown here). This is supported by weekly review sheets that identify goals and resources (4).

The student has reviewed progress at critical review points (4) in an ongoing manner. They have started to reflect on their goals (3) (4) and the use of the Gantt chart (5). The management of resources is limited to time (3) (4). 

To reach Excellence, the student could further reflect on goals and resources to identify and practise efficient ways in which available time and resources could be optimised, for example, through multi-tasking, group work, or combining tasks.

For Merit, the student needs to select and use planning tools to effectively manage the development of an outcome.

This involves:

• selecting planning tools informed by an analysis of existing planning tools
• reviewing progress at critical review points to revise and/or confirm goals, resources, and planning tools to ensure completion of an outcome.

This student has planned a process for an un-specified task. This student has started to analyse planning tools, including looking at features (1) and the ways some of the tools are used by others (2). Google Calendar has been selected as one of the planning tools (3).

The student has used Google Calendar to manage the workflow (4). This is supported by weekly review sheets (5) that identify resources and goals to manage the project to its completion. The milestones (critical review points) have been reviewed at five points (only one shown here) (6).

For a more secure Merit, the student could further analyse the planning tools by highlighting how each tool would be useful in planning and managing the project at hand. Any constraints could be considered.

For Achieved, the student needs to select and use planning tools to manage the development of an outcome.

This involves:

• selecting planning tools informed by a review of existing planning tools
• using selected planning tools to set achievable goals, establishing resources required and determining critical review points
• managing the development and reviewing progress as planned to ensure completion of an outcome.

This student has planned a process for designing a website. The student begins to analyse planning practices and tools, and selects a Gantt chart to schedule the project outline (1). The nature of the project being undertaken, and knowledge of how professional web designers work, were taken into consideration. The student scheduled the project on a Gantt chart (2).

A resource list indicates the student planned the use of resources, including constraints on usage (4). Project review goals and the method and time of evaluation were established towards the end of project completion timeline (3).

The student used other planning tools such as logs to review initial planning and how they intend to make changes to the Gantt chart (5).

The student reflected on the difficulties of using questionnaires and realised that they did not allow enough time for analysis (6).

To reach Merit, the student could establish critical review points more clearly on the Gantt chart. This involves documenting any changes to the initial plan and resources. Further review points could also be set at earlier stages of the project. The student could also provide further reasons for using other planning tools such as logs during project development.

For Achieved, the student needs to select and use planning tools to manage the development of an outcome.

This involves:

• selecting planning tools informed by a review of existing planning tools
• using selected planning tools to set achievable goals, establishing resources required and determining critical review points
• managing the development and reviewing progress as planned to ensure completion of an outcome.

This student has planned a process for managing the creation of a special meal. The student showed some evidence of reviewing existing practices and planning tools (1). Basic goals were set in the milestone table (2) with an indication of how these goals would be achieved. The expected timeframe for project stages (grey) and critical review points (orange) were recorded in the Gantt chart (4).  Some available resources have been considered (3).

The student has reviewed progress and made changes to the Gantt chart (blue). The reflective commentary shows that the student revised their intended practice (5).

 For a more secure Achieved, the student could further review existing planning tools and document how they will be useful in planning and managing the project to completion. The student could also further identify, allocate, and manage resources for each key stage of the project. Key planning decisions at review points could be documented.

For Achieved, the student needs to select and use planning tools to manage the development of an outcome.

This involves:

• selecting planning tools informed by a review of existing planning tools
• using selected planning tools to set achievable goals, establishing resources required and determining critical review points
• managing the development and reviewing progress as planned to ensure completion of an outcome.

This student has planned a process for designing a website. The student outlined the pluses and minuses of using existing planning tools to manage the development of their website. These planning tools included their own college diary and a year planner (1).

There is some evidence of achievable goals being set in the Gantt Chart (2); resources (4) and critical review points (3) are identified in the table.  

The student reflected on their planning practice during the project (5) (6).  This was mainly a narrative description of what happened.

To reach Achieved, the student could show more evidence of reviewing past and current practices used by technologists to select planning tools. The student could also allocate resources to each key stage and review these during project development.

Review points could be more clearly established and further review points during the development of the outcome should be set. The student should produce further evidence of reviewing the project’s progress at these points and making adjustments, as required. For example, a Gantt chart that shows exact time taken could provide such evidence.