AS 91356 (B) 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, 6 MB]

TKI Technology assessment resources (external link)

For Excellence, the student needs to develop a justified conceptual design for an outcome.

This involves:

• synthesising evidence from ongoing research and functional modelling, including feedback from stakeholders, to evaluate conceptual designs
• substantiating the outcome’s potential fitness for purpose.

This student has created a conceptual design for a school band website.

The student has researched other related websites and drawn conclusions as to how that will inform the conceptual design (1) (2). The student generated a mood board and low fidelity wireframes as initial concepts and has used stakeholder feedback to select design ideas for the conceptual designs (3) (4).

High fidelity wireframes that showed alternative design layouts and features were created during the design development (the homepage of only one development design is shown). This involved exploring additional design features through ongoing research, trialling high fidelity wireframes and evaluating their fitness for purpose (not shown). Stakeholder feedback was embedded throughout this process to select suitable design features for the final design (5).

A final annotated conceptual design for the website (6), including all the pages (not shown) has been produced.

The student begins to synthesize stakeholder feedback and wireframe designs to draw conclusions (2) (3) (4) (5) (6).

For a more secure Excellence, the student could further support selected design ideas and/or conceptual designs by making reference to research, results from modelling and stakeholder feedback to justify the outcome’s fitness for purpose.

For Merit, the student needs to develop a refined conceptual design for an outcome.

This involves:

• ongoing exploration and evaluation of design ideas to determine their suitability for inclusion in conceptual designs
• using evidence from ongoing research and functional modelling, including feedback from stakeholders, to evaluate conceptual designs.

This student has developed a conceptual design for a website.

The student has researched similar websites and evaluated ideas that could be incorporated into the website (1) (2).

The student created low fidelity wireframes and used stakeholder feedback to select design ideas (3). The selected design ideas were developed to create a range of design options for each page of the website using high fidelity wireframes (4). This involved using research to support the inclusion of additional features such as phone and email links, and resizable thumbnails (ongoing research not shown).

Stakeholder feedback has been embedded throughout the process, and has been used to inform and evaluate the development of the conceptual design (3) (4).

The student has produced a final design that shows all the pages of the website (5) (6).

The student has summarised and evaluated the fitness for purpose (6).

To reach Excellence, the student could synthesise evidence by triangulating the information from research, results from testing, and stakeholder feedback to evaluate designs. This will provide the student with a better opportunity to substantiate the proposed website’s fitness for purpose.

For Merit, the student needs to develop a refined conceptual design for an outcome.

This involves:

• ongoing exploration and evaluation of design ideas to determine their suitability for inclusion in conceptual designs
• using evidence from ongoing research and functional modelling, including feedback from stakeholders, to evaluate conceptual designs.

This student has developed conceptual designs for a website.

The student has researched similar websites (only one shown) and evaluated ideas that could be incorporated into the website (1).

A range of possible concepts for the home page (2) were created (only one shown) and stakeholder feedback was used to select a possible layout for further development (3).

The student has completed further research (not shown) to select fonts and colours, and created high fidelity design options for the final design (only one shown) (4). The student has explored design alternatives for the final concept of the home page during development (5). Ongoing stakeholder feedback was used during development to refine the final design for the website (6).

The student has summarised and evaluated the fitness for purpose (7).

For a more secure Merit, the student could design other pages of the website and show how the webpages link with each other.

For Achieved, the student needs to develop a conceptual design for an outcome.

This involves:

• establishing potential conceptual designs through generating and evaluating design ideas that are informed by research, including the analysis of existing outcomes
• using evidence from research and functional modelling, including feedback from stakeholders, to evaluate conceptual designs
• selecting and communicating the final conceptual design for an outcome
• explaining the outcome’s potential fitness for purpose.

This student has created conceptual designs for a website about a school band.

The student has used research and analysis of existing websites to identify possible features for inclusion in the website (1). A range of music websites have been compared to identify features to use in the website (2).

The student has used low fidelity wireframes to generate design ideas and has used stakeholder feedback (3) to select design features for the potential website.

The student has used functional modelling such as mood boards and wireframes to create potential conceptual designs. They have used further stakeholder feedback to inform the selection of design ideas for the website (4) (5).

The final annotated conceptual design describes how the website would link and function (5) (6). The potential fitness for purpose, including the stakeholder requirements has been explained (7).

To reach Merit, the student could research other features that are not common and/or basic to a website. They could use functional modelling such as wireframes to demonstrate additional features, and use stakeholder feedback to evaluate their suitability for inclusion in the conceptual design.

For Achieved, the student needs to develop a conceptual design for an outcome.

This involves:

• establishing potential conceptual designs through generating and evaluating design ideas that are informed by research, including the analysis of existing outcomes
• using evidence from research and functional modelling, including feedback from stakeholders, to evaluate conceptual designs
• selecting and communicating the final conceptual design for an outcome
• explaining the outcome’s potential fitness for purpose.

This student has created a conceptual design for a website about a school band.

The student has used research and some analysis of an existing outcome to identify potential design features for the website (1).

The student has used functional modelling to establish a mood board with some layout ideas (2) and generated a range (only one shown) of design ideas (3). They used some stakeholder feedback (4) to select design features for the website.

The student used a low fidelity wireframe to show development of the selected idea for the website (4), and produced a final conceptual design for the webpage (5). The potential fitness for purpose has been briefly explained (6).

For a more secure Achieved, the student could research and analyse a variety of existing websites with different features to gather a range of design ideas.

The student could also generate a range of high fidelity wireframes to show alternative design options during design development. This would provide the stakeholder with a better opportunity to view and select potential ideas to be included in the final website.

For Achieved, the student needs to develop a conceptual design for an outcome.

This involves:

• establishing potential conceptual designs through generating and evaluating design ideas that are informed by research, including the analysis of existing outcomes
• using evidence from research and functional modelling, including feedback from stakeholders, to evaluate conceptual designs
• selecting and communicating the final conceptual design for an outcome
• explaining the outcome’s potential fitness for purpose.

This student has created a conceptual design for a website about a school band.

The student established a mood board (1) to create some potential layout ideas using low fidelity wireframes (2). They used stakeholder feedback (3) to select design ideas for a potential conceptual design for the website (4).

The student presented a high fidelity wireframe for the webpage (5) and determined the criteria for potential fitness for purpose (6).

To reach Achieved, the student could show how they have used research and analysis of existing outcomes to establish potential design concepts.

The student could also further evaluate the proposed conceptual designs. This would involve undertaking further stakeholder feedback during design development to inform and/or confirm inclusion of design ideas for the final conceptual design. 

The potential fitness for purpose of the final outcome should also be explained.