AS 91611 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, 3.1 MB]

TKI Technology assessment resources (external link)

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

This involves synthesising evidence from ongoing testing (included prototyping) and stakeholder feedback to optimise the prototype and justify the prototype’s fitness for purpose against the brief.

This student has developed a justified prototype for a sustainable, structurally sound and minimalist style side table for a home environment.

The student has considered the context when selecting and evaluating suitable materials, tools and equipment, and applied suitable techniques and process to make the prototype (not shown here).

Evidence from ongoing testing and trials (1) and stakeholder feedback has been synthesised (2), and the wider context has been considered (3).

The student has evaluated the final prototype against the specifications (4), and fitness for purpose in the broadest sense is embedded in the sample (5).

The completed prototype has been constructed, trialled and evaluated in its intended social and physical environment (6).

The synthesised evidence from the testing, prototyping and feedback justifies the prototype’s fitness for purpose (7).

For a more secure Excellence, the student could have further addressed issues of fitness for purpose in the broadest sense by considering the life cycle and ultimate disposal of the outcome, and further justification of how decisions were made when consulting the stakeholder.

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

This involves evaluating the way the combination of selected materials and/or components and practical techniques and processes work together to ensure their effectiveness in making a prototype.

This student has developed a refined prototype for a wearable arts garment inspired by rainbows.

The student has considered all aspects of the context (not shown here).

They have addressed fitness for purpose in the broadest sense during testing and trialling of the prototype (1), e.g. considering social acceptability (2), technical feasibility (3), life cycle (5), ethics (4), sustainability of resources (7) and life cycle (6) throughout the development.

Stakeholder feedback has confirmed and informed the making and trialling of the prototype (7).

The way that the combination of selected materials and practical techniques and processes work together (8) to ensure their effectiveness in making a refined prototype is evaluated.

The prototype is worn by the model under lights to gather evidence for the evaluation of the outcome’s fitness for purpose in its intended physical and social environment (9).

To reach Excellence, the student could have shown further evidence to justify all the decisions they made to create the prototype. Additional evidence of trialling, testing and evaluating aspects of the wearable art ensemble is also required.

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

This involves evaluating the way the combination of selected materials and/or components and practical techniques and processes work together to ensure their effectiveness in making a prototype.

This student has developed a refined prototype for a portable desk.

The student has considered the context when determining the suitability of materials (1), components (2) and practical techniques (3).

Suitable materials, tools and equipment were selected for the testing and trialling undertaken during the development (4).

Stakeholder feedback was gathered to inform the making and developing of the prototype (5).

The folded table has been photographed in its intended physical and social environment, demonstrating evidence of fitness for purpose (6). The student has reflected on what worked and what modifications could be made to ensure the prototype meets all specifications, and considered how it is fit for purpose in its broadest sense (7).

The student has provided evidence of evaluating the combination of materials, practical techniques and processes, and described how this combination is effective in making the prototype (8).

For a more secure Merit, the student could provide further evidence of evaluating how the combination of selected materials and/or components, techniques and processes worked together effectively in making the prototype. Additional exploration of fitness for purpose in the broadest sense is also recommended, e.g. providing the implications for ongoing product maintenance or ultimate disposal of the prototype.

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

This involves:

• considering the context when determining the suitability of materials and/or components, and of practical techniques and processes
• selecting suitable materials and/or components; tools and equipment; and applying techniques and processes to make the prototype
• using results from testing and stakeholder feedback to inform the making and trialling of the prototype
• prototyping to gain specific evidence of fitness for purpose
• explaining any decisions to accept and/or modify the prototype based on judgement against the brief.

This student has developed a prototype for laminated dehydrated pasta for teenage athletes to provide energy, iron and a convenient food product.

Context considerations are reflected upon early in the project (1), and continue to be referenced as evidence of fitness for purpose.

Results from stakeholder feedback (3) informed the selecting of ingredients and equipment (2) for the making and trialling of the prototype (4). Not shown is the extensive stakeholder testing: shape, colour, flavour/taste and texture.

A completed outcome is developed (5), and a decision made to modify the prototype based on feedback and considering the brief's specifications (6).

Judgements of fitness for purpose in the broadest sense are embedded throughout the generation and selection of the developing prototype.

To reach Merit, the student could refine the prototype by evaluating the way that the combination of selected materials, components, practical techniques and processes work together to ensure an effective laminated pasta for the target market. Evidence of how the prototype meets the brief in terms of fitness for purpose in the broadest sense could have been further explained.

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

This involves:

• considering the context when determining the suitability of materials and/or components, and of practical techniques and processes
• selecting suitable materials and/or components; tools and equipment; and applying techniques and processes to make the prototype
• using results from testing and stakeholder feedback to inform the making and trialling of the prototype
• prototyping to gain specific evidence of fitness for purpose
• explaining any decisions to accept and/or modify the prototype based on judgement against the brief.

This student has developed a prototype for a radio telescope.

The student has tackled a complex project with in-depth testing and a high standard of trialling (1). Context considerations of the physical environment are referred to when determining suitability for making the prototype (2).

Suitable materials, components and equipment to make the prototype are documented throughout the project (3). Stakeholder feedback has informed the construction of the electronic system (4).

The final prototype is shown in its physical environment (5), and the student has explained their decisions to accept and modify the prototype based on the brief/specifications (6).

For a more secure Achieved the student could have considered the social environment (as well as the physical environment) when determining the suitability of materials and components.

Further evidence is also required of how the prototype took the brief/specifications into account during the development (as well for the completed prototype) in order to judge its fitness for purpose in the broadest sense.

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

This involves:

• considering the context when determining the suitability of materials and/or components, and of practical techniques and processes
• selecting suitable materials and/or components; tools and equipment; and applying techniques and processes to make the prototype
• using results from testing and stakeholder feedback to inform the making and trialling of the prototype
• prototyping to gain specific evidence of fitness for purpose
• explaining any decisions to accept and/or modify the prototype based on judgement against the brief.

This student has developed a prototype for a jazz costume suitable for a National Competition.

The student has considered the context at the outset of the project, identifying both social and physical environmental considerations that could impact the selection of materials, components and practical techniques (1).

A material study has allowed the student to select the most suitable material to ensure fitness for purpose (2).

Testing results through making a toile (not shown) has given the student evidence to develop their prototype. Further testing informed the making of the final costume (3).

A final prototype is completed, fitted and worn to dance on stage (4) (not shown). The final evaluation explains decisions to accept and modify the prototype and how it met the specifications (5).

To reach Achieved, the student could have obtained stakeholder feedback to inform the selection of materials, components and techniques when making the dance costume. For example, the best materials for dance movement or the best processes required for stretch fabric. Evidence of selecting equipment could have been explored and documented.

Further evidence could have evaluated how the prototype met fitness for purpose in the broadest sense. For example, evaluating aspects like the sustainable materials or practices used, or how the costume could be maintained in relation to sweat or abrasion.