Clarification details
Updated December 2021. This clarification has been updated to address issues that have arisen from moderation.
The task needs to be broad enough that the inquiry process enables students to choose from a range of possible digital technologies outcomes.
The focus of the inquiry is related to the development of a proposal for a digital technologies outcome. The context for the inquiry may be given. Evidence is needed showing decision making on an inquiry focus and the development of inquiry question(s) that links to digital technologies.
Evidence of using relevant research to gather background information is required, and should be used to help establish how digital technologies can provide a solution to the inquiry question(s). It is not expected that all gathered information would be presented.
Analysis of the information should present a concise summary and an examination of what was found. The results of research and analysis should be used to guide the establishment of a refined inquiry focus.
The proposal should contain enough information to enable a student to further develop it into a digital technologies outcome. This should include purpose, end users, scope, requirements and specifications, and the resources needed to create the outcome.
Relevant risks for the proposed outcome need to be described in detail and justified. Student evidence should include possible ways that the risks can be addressed in order to lessen their impact. Reporting on the findings from the research in relation to the inquiry question should show a detailed account of the findings and their impact on the proposed digital technologies outcome.
For Merit, student evidence needs to compare and contrast the different relevant perspectives that impact on the focus of the inquiry. A discussion of future opportunities should show an exploration of the findings, including consideration of the impact of these opportunities.
Effective management of the inquiry includes reflection and documentation of the inquiry process and progression. For example, setting effective goals to progress the inquiry forward in a planned and organised way. The inquiry progression should meet the planned milestones and any variations from the plan should be explained.
Evidence should show the strengths and weaknesses of the proposed outcome and consideration of their impact. Student evidence determines whether the proposed outcome will answer the identified issues raised in the inquiry focus and question(s).
For Excellence, the research sources used must be examined in detail to confirm that they are relevant and accurate, with any biases that may be present discussed. Possible issues with the proposed outcome should be taken into account, and ideas put forward to improve the outcome (with any potential extensions explained). The findings of the inquiry are examined in detail for accuracy, relevance or reliability.