The learner:
Rating A |
Rating B |
Rating C |
critically analyses and evaluates a broad range of computer graphic and design ideas and issues |
analyses and evaluates a range of computer graphic and design ideas and issues |
analyses and evaluates a limited range of computer graphic and design ideas and issues |
accurately classifies and organises computer graphic and design information from a broad range of sources into logical patterns or points of view |
classifies and organises computer graphic and design information from a range of sources into logical patterns or points of view |
classifies and organises computer graphic and design information from a limited range of sources into logical patterns or points of view |
revises and reflects upon computer graphic and design information to check for clarity, detail, accuracy and effectiveness, and makes relevant adjustments. |
revises and reflects upon computer graphic and design information to check for clarity, detail, accuracy and effectiveness, and makes adjustments. |
checks computer graphic and design information for clarity, detail, accuracy and effectiveness, and makes adjustments based on feedback. |
Explanation of Criterion 1:
This criterion is used to assess work samples within the course whether they are research/theory based assignments or practical computer graphic tasks. For example: the action of interpreting a brief or task; undertaking research; refining the information or concepts; producing an outcome; and evaluating the outcomes. This evaluation may be done by self, by teacher and/or peers.
A learner’s understanding can be demonstrated through the preparation and production of essays, talks/discussions, the solving of design briefs and other assignment based tasks. Learner work will demonstrate academic rigour and integrity.
This criterion is both internally and externally assessed.
The learner:
Rating A |
Rating B |
Rating C |
anticipates, identifies and separates problems and issues to achieve specific outcomes |
recognises and separates existing and potential problems to achieve desired outcomes |
recognises existing problems and works towards a desired outcome |
selects appropriate methods and initiates actions to efficiently solve existing and potential problems, and critically evaluates solutions. |
selects appropriate methods and uses them to solve problems and evaluate the solution. |
selects methods to solve problems and evaluate their solution. |
Explanation of Criterion 2:
This criterion is used to assess the performance a learner displays in problem solving through the application of the design process and in terms of problems associated with the application of computer graphics and associated digital technologies. Problems may be directly related to the development of the design solution or may arise as a consequence of working through the design solution.
For example, problems can be in relation to understanding hardware/software routines, difficult phases within the designing process or in the interpretation of limitations imposed by a design brief.
A learner can provide evidence via teacher-observation, personal reflection documents and folios which include personal and teacher evaluations.
The learner:
Rating A |
Rating B |
Rating C |
uses a wide range of planning and self-management strategies which consistently enable the effective completion of tasks within agreed time frames |
uses a range of planning and self-management strategies which usually enable the effective completion of tasks within agreed time frames |
uses planning and self-management strategies which facilitate the successful completion of most tasks within agreed time frames |
critically evaluates and adapts plans to ensure the outcomes desired, either individually or as part of a design team |
critically evaluates their process and planning, either individually or as part of a design team |
contributes towards an evaluation of planning and processes, either individually or as part of a design team |
in a collaborative design project, effectively employs a range of strategies, identifies and addresses issues which affect achievement of team goals, and effectively adopts appropriate leadership roles. |
in a collaborative design project, effectively employs a range of strategies, addresses issues which affect achievement of team goals, and adopts appropriate leadership roles when required. |
in a collaborative design project, employs strategies and addresses issues which affect achievement of team goals, and can lead when required. |
Explanation of Criterion 3:
This criterion is used to assess the degree to which a learner can meet realistic project time frames. Emphasis is placed on meeting deadlines as an outcome of strategic task planning. There are a number of key planning targets that need to be met to ensure that a project is complete by the deadline. Project targets can be designed by the learner, in consultation with the teacher. This criterion can be assessed using either individual design projects or collaborative design projects.
For example, the project planning for the extended project must include completion and performance targets for the stages design brief, concept development, production and evaluation to provide evidence that each stage of the design project has been appropriately project managed.
The learner:
Rating A |
Rating B |
Rating C |
considers, selects and competently uses a range of appropriate design content and styles to communicate ideas visually |
selects and uses appropriate design content and styles to communicate ideas visually |
selects and uses design content to communicate ideas visually |
creatively and appropriately adjusts communication in response to changed conditions, and effectively communicates conceptual and expressive intentions by the production of design works and by exploring, experimenting with and refining ideas. |
creatively adjusts communication in response to changed conditions, and effectively communicates conceptual and expressive intentions by the production of design works and by exploring, experimenting with, and developing ideas. |
communicates conceptual and expressive intentions by the production of design works and by exploring and experimenting with ideas. |
Explanation of Criterion 4:
This criterion is used to assess the degree to which a learner can communicate design based ideas using a range of methods and technologies. Significant emphasis must be placed on a range of drawing techniques including orthographic, isometric and perspective drawing. The ability to evolve a design concept on paper prior to using a range of computer based technologies is an important skill set. Communication of design concepts using a range of 2D and 3D drawing, modelling, animating and rapid prototyping software and hardware options must be used where appropriate.
This criterion is both internally and externally assessed.
The learner:
Rating A |
Rating B |
Rating C |
recognises, identifies and accurately describes a broad range of design principles and elements |
recognises, identifies and describes a range of design principles and elements |
identifies and describes a limited range of design principles and elements |
uses a comprehensive range of design principles and elements to create computer graphics |
uses a varied range of design principles and elements to create computer graphics |
uses a limited range of design principles and elements to create computer graphics |
identifies, analyses and resolves in own design competing sustainability, environmental and social factors. |
identifies and analyses competing sustainability, environmental and social factors, and addresses most of these in own design. |
identifies competing sustainability, environmental and social factors, and addresses some of these in own design. |
Explanation of Criterion 5:
This criterion is used to assess the degree to which a learner can employ the elements and principles of design when solving design problems in a range of contexts. The knowledge of elements and principles appropriate to the design context are an important consideration.
For example, a scenario may be to design a consumer product. The solution to such a problem may be found by applying the appropriate rules of form, function and aesthetics while also considering sustainable, ethical, social and environmental impacts.
A learner’s understanding may be demonstrated by various means, including: the manipulation of design principles and elements in the production of design solution; and verbal or written discussions.
This criterion is both internally and externally assessed.
The learner:
Rating A |
Rating B |
Rating C |
always follows the design process in their work, and incorporates ethical and social issues into their design projects |
follows the design process in their work, and has a clear understanding of how design fits within an ethical social framework |
follows the design process with provided resources |
explores a diverse range of ideas and critically analyses these by reflecting on the design brief, aims, and other related design principles to refine design decisions |
explores a wide range of ideas and analyse these by reflecting on the design brief and related design principles to refine design decisions |
explores a range of ideas and considers these by reflecting on the design brief to refine design decisions |
recognises, identifies and accurately describes a diverse range of contexts with critical reflection and analysis of the social and historical evolution of design |
identifies and describes a wide range of contexts with reflection of the social and historical evolution of design |
identifies and describes a limited range of contexts related to the social and historical evolution of design |
clearly identifies the information, images, ideas and words of others used in the learner’s work |
clearly identifies the information, images, ideas and words of others used in the learner’s work |
identifies the information, images, ideas and words of others from the learner’s own |
clearly identifies sources of the information, images, ideas and words that are not the learner’s own. Referencing conventions and methodologies are followed with a high degree of accuracy. |
clearly identifies sources of the information, images, ideas and words that are not the learner’s own. Referencing conventions and methodologies are followed correctly. |
identifies the sources of information, images, ideas and words that are not the learner’s own. Referencing conventions and methodologies are generally followed correctly. |
creates appropriate, well structured reference lists/ bibliographies. |
creates appropriate, structured reference lists/ bibliographies. |
creates appropriate reference lists/ bibliographies. |
Explanation of Criterion 6:
This criterion is used to assess the degree to which a learner can apply the process of design in developing solutions to teacher directed and self generated scenarios. It also provides scope for learners to develop understanding of the historical context of design and how this has impacted on the social, economic and environmental fabric of contemporary society.
For example, the extended project must document the design brief, concept development, production and evaluation stage to provide evidence that each stage of the design process has been addressed.
A learner’s understanding may be demonstrated by various means including: addressing the stages of design in the production of design solutions; and verbal or written discussions.
Standard elements relating to academic integrity are included here to ensure that there is an externally assessed focus on academic integrity.
This criterion is both internally and externally assessed.
The learner:
Rating A |
Rating B |
Rating C |
recognises, identifies and accurately describes a diverse range of features of a computers graphic system and applies and adapts this knowledge to a range of design problems |
identifies and describes a wide range of features of a computer graphic system and applies this knowledge to appropriate design problems |
identifies a range of features of a computer graphic system and applies this knowledge to a design problem |
analyses a diverse range of historical developments in computer graphic technologies and makes logical predictions about possible future developments |
explains relative significance of a diverse range of historical developments in computer graphic technologies and makes logical predictions about possible future developments |
identifies and describes a range of key historical developments in computer graphic technologies |
communicates detailed understanding of how components of a graphic workstation may be customised and optimised to improve productivity in creation of complex design solutions |
communicates understanding of components of a graphic workstation and how these may be customised to improve productivity in creation of design solutions |
communicates understanding of core components of a graphic workstation in creation of design solutions |
communicates detailed understanding of the specific function and customisation of tools and routines when working with graphics applications to produce complex design solutions |
communicates understanding of the specific function of tools and routines when working with graphics applications to produce design solutions |
communicates understanding of the functions of basic tools and routines when working with graphics applications to produce design solutions |
identifies and describes with detail the correct function of a range of files types and data management systems to effectively produce design outcomes. |
identifies and describes the function of a range of files types and data management systems to produce design outcomes. |
identifies and describes a limited range of files types and data management systems in the production of design outcomes. |
Explanation of Criterion 7:
This criterion is used to assess the degree to which a learner can demonstrate knowledge and understanding of contemporary computer graphics systems across a range of design contexts in order to produce effective design solutions. It also provides scope for learners to develop understanding of the historical context of computer graphics systems and how systems may develop into the future to assist in the development of design based solutions.
For example, learners may consider how motion capture systems have developed in order to capture human movement, the evolution of systems and technologies and the potential for future improvements.
This criterion is both internally and externally assessed.
The learner:
Rating A |
Rating B |
Rating C |
selects appropriately from a wide range of technologies and techniques to express and responsibly develop their own design ideas |
selects appropriately from a wide range of technologies and techniques to express and responsibly develop their own design ideas |
selects appropriately from a range of technologies to express and develop their own ideas |
competently and creatively achieves subtle and complex intentions with refinement of technique, materials and technologies in the application of computing technology in specific design tasks |
competently and creatively uses a variety of techniques in the application of computing technology in specific design tasks |
uses a variety of techniques in the application of computer graphics technology to design tasks |
demonstrates the correct application of specific and appropriate standards and conventions in the completion of design tasks |
demonstrates the application of appropriate standards and conventions in the completion of design tasks |
demonstrates a basic application of standards and conventions in the completion of design tasks |
uses and maintains technologies in accordance with established safety procedures. |
uses and maintains technologies in accordance with established safety procedures. |
uses and maintains technologies in accordance with established safety procedures. |
Explanation of Criterion 8:
This criterion is used to assess the degree to which a learner can express their design ideas using a range of techniques and software applications. It enables the learner to comply with standards and conventions across a range of design contexts that are teacher directed or within their chosen area of specialisation. This could be as simple as knowing and applying appropriate screen resolution and frame rate settings to an animation.
A learner’s understanding may be demonstrated by the completion of teacher-directed design tasks and through the completion of the externally assessed folio.