AS 91362 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, 11 MB]

TKI Technology assessment resources (external link)

For Excellence, the student needs to demonstrate comprehensive understanding of the nature of technological outcomes.

This involves discussing how the fitness for purpose of a technological outcome is related to its physical and functional nature and the environment where it is located.

This student has discussed the design elements of razors, as they relate to the physical and functional attributes, including both the ‘how’ and ‘why’, for two different razors. For the Mach 3 Turbo razor, this included discussing the handle, the lubricant strip, the blades and the detachable head (1). The Venus razor was similarly discussed, including why it has protective cushions rather than a lubricating strip (2).

The discussion of fitness for purpose includes both the physical environment (2) (for example, in the shower) and the social environment (3) (for example, colour and male vs. female). There was also some consideration of other points of view (3).

For a more secure Excellence, the student could broaden and deepen the discussion to show the relationship between fitness for purpose and the physical and functional nature of the razors and where they are used.

For Merit, the student needs to demonstrate in-depth understanding of the nature of technological outcomes.

This involves explaining the fitness for purpose of a technological outcome as related to its physical and functional nature and the environment where it is located.

This student explained the design elements of razors, as they relate to the physical and functional attributes of two different razors. For the Mach 3 Turbo razor, this included explaining the handle, the lubricant strip, the blades and the detachable head (1). The Venus razor was similarly explained, including why it has protective cushions rather than a lubricating strip (2).

The fitness for purpose as related to the social environments (for example, aesthetics and male vs. female) and physical environments (for example, safety and skill level) were discussed (3). This discussion makes this exemplar a high Merit.

To reach Excellence, the student would also need to discuss how the fitness for purpose of the razors is related to the physical and functional nature.

For Merit, the student needs to demonstrate in-depth understanding of the nature of technological outcomes. This involves explaining the fitness for purpose of a technological outcome as related to its physical and functional nature and the environment where it is located.

This student explained design elements related to the physical and functional attributes of ovens. This includes a timeline showing the design developments of the oven (1), the design elements of the modern day domestic and commercial microwave oven (2), and design elements of conventional ovens (3).

An explanation is given as to how it is considered the ovens are fit for purpose as related to physical and functional nature and the environment where they are used (1) (2) (3). For example, the student explains the limitations of cooking batches of food in a gas oven (4).

For a more secure Merit, the student could have given more explanation of fitness for purpose as related to the nature and the environment where ovens are located.

For Achieved, the student needs to demonstrate understanding of the nature of technological outcomes.

This involves:

• explaining design elements as they relate to the physical and/or functional attributes of a technological outcome
• explaining how the physical and functional attributes contributed to the overall nature of a technological outcome
• explaining how design elements appear to have been prioritised in a technological outcome.

The student has explained design elements when they outline the development of conventional ovens and microwave ovens (1). This included explaining the attributes gained as a result of the addition of a thermostat, enamel coatings, glass windows, splash backs, fans etc. to conventional ovens.

The student’s explanation of how attributes contributed to the overall nature of ovens included highlighting the benefits of the microwave oven being safe to operate (3).

The student explained how design elements such as size, shape, colour and the addition of heating and cooking functions appear to have been prioritised in the bid to make the microwave oven a household item (2). 

To reach Merit, the student would also need to explain the fitness for purpose of ovens as related to their nature and environment where they are used.

For Achieved, the student needs to demonstrate understanding of the nature of technological outcomes.

This involves:

• explaining design elements as they relate to the physical and/or functional attributes of a technological outcome
• explaining how the physical and functional attributes contributed to the overall nature of a technological outcome
• explaining how design elements appear to have been prioritised in a technological outcome.

The student has addressed some design elements and how they have been prioritised in two different razors. For example, the Mach 3 razor has particular blade features, with safety, comfort, convenience and ease of use being prioritised (1). The handle of the Gillette Venus razor prioritises ergonomic fit (4) and the head prioritises comfort (5).

There is some explanation of how the physical and functional attributes contributed to the nature of the razors. For example, the Mach 3 razor has blades that are easy to clean, are sharp and light, and that make shaving easier (2). The functions of the lubricating strip are also explained (3).

For a more secure Achieved, the explanation would need to draw from a wider range of significant design elements. In general, the explanations would need to be more robust.

For Achieved, the student needs to demonstrate understanding of the nature of technological outcomes.

This involves:

• explaining design elements as they relate to the physical and/or functional attributes of a technological outcome
• explaining how the physical and functional attributes contributed to the overall nature of a technological outcome
• explaining how design elements appear to have been prioritised in a technological outcome.

The student has identified some design elements for two different razors. These design elements include the blades (1) and lubricating strip (2) on the Mach 3 razor. The blades (3), handle (4) and head (5) are also identified as design elements of the Venus razor.

There is some explanation of how the physical and functional attributes contributed to the nature of the razors. For example, the Mach 3 razor has a lubricant strip to help reduce friction (1) and the handle of the Gillette Venus razor makes it lighter and easier to hold (4).

To reach Achieved, the student would need to identify and explain a wider range of design elements. There would also need to be an explanation of how or why certain design elements have been prioritised.