AS 91610 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, 4.1 MB]

TKI Technology assessment resources (external link)

For Excellence, the student needs to develop a justified conceptual design considering fitness for purpose in the broadest sense.

This involves synthesising evidence from ongoing research and functional modelling, including feedback from stakeholders, to substantiate the potential of the proposed outcome to meet the brief.

This student’s brief was to develop a conceptual design for a wetsuit top to be worn by someone with restricted shoulder movement. Consideration of the wider social and physical environment in which the technological development occurs is integrated throughout the evidence.

The student has synthesised evidence exemplified by the connections between the initial research into the stakeholder need (1), ongoing research (2), modelling of conceptual designs (3), feedback (4) and modelling of refined components of the developing design (4). All of these have been used to develop a single conceptual design (5) for final modelling (6).

The student has supported the potential of the proposed outcome to meet the brief via measurable specifications (7) and a final conceptual design (not shown here).

For a more secure Excellence, the student could address further issues of fitness
for purpose in the broadest sense, such as sustainability and ethical testing practices.

For Merit, the student needs to develop a refined conceptual design considering fitness for purpose in the broadest sense.

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 the potential of the proposed outcome to meet the brief.

This student has developed a conceptual design for a Point of Sale system for a local business. Consideration of the wider social and physical environment in which the technological development occurs is integrated throughout the evidence.

The student has researched (1) and explored a range of design ideas to determine each one’s suitability for inclusion in conceptual designs (2). One of the ideas has been developed further into concepts, and aesthetics and functionality (3) have been modelled (4) to determine which aspects of the conceptual design will be explored further.

Extensive stakeholder feedback is used to evaluate the development process (5). The student has evaluated the potential of the conceptual design to meet the brief (6), considering fitness for purpose in the broadest sense (partially shown here).

To reach Excellence, the student could conduct additional ongoing research to determine the suitability of design ideas for inclusion in conceptual designs.

The student has addressed a range of factors related to fitness for purpose in the broadest sense, such as ethical considerations (7), safety (8), technical feasibility (9) and social acceptability (10).

For Merit, the student needs to develop a refined conceptual design considering fitness for purpose in the broadest sense.

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 the potential of the proposed outcome to meet the brief.

This student has developed a conceptual design for a bookshelf. They have produced an ongoing exploration (1) and evaluation of design ideas (2) to determine their suitability for inclusion in conceptual designs.

Evidence has been used from ongoing research (3) and functional modelling (4), including feedback from stakeholders (5), to evaluate the potential of the proposed outcome to meet the brief (6). Fitness for purpose in the broadest sense and context considerations are embedded in the evidence (7).

For a more secure Merit, the student could provide further evaluation of the potential of the proposed outcome to meet the brief in terms of fitness for purpose in the broadest sense, considering the outcome and practices used to develop the conceptual design. For example, the potential for the bookshelf to be safe and stable on a range of surfaces, and design for deconstruction to ensure the bookshelf can be repaired as opposed to going to landfill.

For Achieved, the student needs to develop a conceptual design considering fitness for purpose in the broadest sense.

This involves:

• establishing conceptual designs through generating and evaluating design ideas informed by research, including the analysis of existing outcomes and the context considerations
• using evidence from research and functional modelling, including feedback from stakeholders, to evaluate conceptual designs
• communicating a final conceptual design for an outcome
• explaining the potential of the proposed outcome to meet the brief.

This student has developed a conceptual design for an electric powered cart.

The student has established conceptual designs (1) through generating and evaluating design ideas informed by research (2), including the analysis of existing outcomes (3) and considerations of context (4).

Evidence from research (2) and functional modelling (5) has been used to evaluate conceptual designs. The final conceptual design for an outcome has been communicated (5), and the potential of the proposed outcome to meet the brief has been explained (6). Fitness for purpose in the broadest sense is embedded in the evidence (7).

To reach Merit, the student needs to show more evidence of ongoing exploration, ongoing feedback and evaluation of possible design ideas to determine their suitability for inclusion. For example, additional research and functional modelling, which investigates potential fitness for purpose in the broadest sense.

For Achieved, the student needs to develop a conceptual design considering fitness for purpose in the broadest sense.

This involves:

• establishing conceptual designs through generating and evaluating design ideas informed by research, including the analysis of existing outcomes and the context considerations
• using evidence from research and functional modelling, including feedback from stakeholders, to evaluate conceptual designs • communicating a final conceptual design for an outcome
• explaining the potential of the proposed outcome to meet the brief.

The student has developed a conceptual design for a versatile skirt that could be worn by a teenager.

Conceptual designs (1) have been established by generating and evaluating design ideas informed by research including the analysis of existing outcomes (2), and the consideration of context (3). Evidence has been used from research (4) and functional modelling (5) to evaluate conceptual designs.

A final conceptual design for an outcome has been communicated (6), including feedback from stakeholders (7). Feedback from stakeholders (not shown) was used to evaluate the developing conceptual design. Fitness for purpose in the broadest sense is embedded in the evidence (8).

For a more secure Achieved, the student could have explained in more detail the potential of the proposed outcome to meet the brief, considering fitness for purpose in the broadest sense. The student needs to make judgements that consider aspects such as the sustainability of resources, the cultural appropriateness of the outcome, and health and safety.

For Achieved, the student needs to develop a conceptual design considering fitness for purpose in the broadest sense.

This involves:

• establishing conceptual designs through generating and evaluating design ideas informed by research, including the analysis of existing outcomes and the context considerations
• using evidence from research and functional modelling, including feedback from stakeholders, to evaluate conceptual designs
• communicating a final conceptual design for an outcome
• explaining the potential of the proposed outcome to meet the brief.

This student has developed a conceptual design for a remote control toy.

The student has established conceptual designs (1) through generating and evaluating design ideas informed by research (2), including the analysis of existing outcomes (3).

Evidence from research (2) and functional modelling (4) has been used to evaluate conceptual designs. A final conceptual design for an outcome has been communicated (5) and the potential of the proposed outcome to meet the brief has been explained (6).

To reach Achieved, the student could further explain the potential of the proposed outcome’s fitness for purpose in the broadest sense, and generate additional research to inform design ideas. Further evidence from feedback used to evaluate the conceptual design is also required.