VCE Product Design and Technology: Unpacking SAT Criteria 1-4
Explore the assessment criteria, administrative details, and tasks for VCE Product Design and Technology study, including the accreditation period, school-based assessments, and Unit 3 requirements. Focus on understanding the SAT assessment criteria, authentication procedures, and the importance of the design folio.
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VCE Product Design and Technology: Unpacking SAT Criteria 1 to 4 Dr Leanne Compton, Curriculum Manager Design and Technologies Simon Van Dillen, State Reviewer
Current study design The accreditation period for VCE Product Design and Technology Study Design is from 2018 to 2023 https://www.vcaa.vic.edu.au/curricul um/vce/vce-study- designs/productdesign-and- technology/Pages/Index.aspx
Administrative information for School- based Assessment Updated annually and published on VCE Product Design and Technology study page of the VCAA website https://www.vcaa.vic.edu.au/curriculum/vce/vce-study- designs/productdesign-and-technology/Pages/Index.aspx Contains mandated assessment criteria Notification of its publication is published in the February VCAA Bulletin.
School-assessed Task Units 3 and 4 Contributes 50 per cent to the study score Commenced in Unit 3 and completed in Unit 4.
School-assessed Task The Authentication record form is to be used to record information for each student and must be made available on request by the VCAA. Further information about authentication can be found in the Authentication video that is part of this suite of videos. Teachers should be aware of the dates of submission of scores into VASS in July and November. These dates are published in the Important Administrative Dates and Assessment Schedule, published annually on the VCAA website: www.vcaa.vic.edu.au/pages/schooladmin/admindates/index.aspx
Design folio Range of formats such as hard copy, electronic, combination Can use written, video or audio files to demonstrate response to criteria Does not need to be A3 hard copy folio
SAT assessment criteria 1 Skill in developing an end user/s profile, research, a design brief and evaluation criteria with reference to the product design factors Indicators Identifies design problem Conducts primary research Develops end user profile Develops design brief Identifies evaluation criteria with reference to product design factors Writes evaluation criteria that reflect design brief; evaluation criteria to evaluate final product is written in four-parts
SAT assessment criteria 1 Identifies design problem local, national, global? Conducts primary research with real people, such as surveys, i.e. questionaries, interviews, focus groups. Develops end user profile end user or end user group? (Not for only a specific person)
SAT assessment criteria 1 Develops design brief: Explains the context Sets out constraints and considerations Explains expected quality (realistic) Addresses the product design factors Identifies evaluation criteria with reference to product design factors
SAT assessment criteria 1 Writes evaluation criteria that reflects the design brief is written in four-parts evaluation criteria to be used to select one preferred option (not four elements from the preferred options) AND evaluation criteria to evaluate the final product
SAT assessment criteria 2 Skill in conducting research and communicating developmental work Indicators Identifies relevant research areas Conducts primary and secondary research Gathers feedback from end user/s Demonstrates relationship between research and a range of developmental work Generates visualisations, using appropriate annotations Identifies and acknowledges appropriate intellectual property (IP)
SAT assessment criteria 2 Identifies relevant research areas product design factors Such as mind map, moodboard, research plan etc. Conducts primary and secondary research Students may need to be taught how undertake both types of research Gathers feedback from end user/s To help guide the Design and developmental stage
SAT assessment criteria 2 Demonstrates relationship between research and a range of developmental work Explains why the research is relevant or what has been learnt. How has it guided or influenced the developmental work? What is ruled in and ruled out? Generates visualisations, using appropriate annotations Throughout the research, explosions of creativity or demonstration of innovations. Related to the research to help guide future visualisations.
SAT assessment criteria 2 Identifies and acknowledges appropriate intellectual property (IP) Accepted conventions. Students should follow their schools preferred referencing system. Recording only URLs is not an appropriate acknowledgment of IP.
SAT assessment criteria 3 Skill in developing creative and innovative design options, and ability to gain end user/s feedback and justify preferred option Indicators Uses developmental work including visualisations to generate innovative and creative design options with annotations Identifies possible functions/features/materials and production processes evident in design options Gathers end user/s feedback on design options Selects and justifies preferred option in relation to evaluation criteria and end user/s feedback
SAT assessment criteria 3 Uses developmental work, including visualisations, to generate innovative and creative design options with annotations Visualisations show idea refinement There is a clear link between the visualisations and future design options.
SAT assessment criteria 3 Identifies possible functions/features/materials and production processes evident in design options Design options: need to reflect the design brief have a connection to the visualisations and research
SAT assessment criteria 3 Gathers end user/s feedback on design options Selects and justifies preferred option in relation to evaluation criteria and end user/s feedback Feedback from real end users Clearly uses the evaluation criteria. Justifies why the design option is the preferred solution for the design problem or need.
SAT assessment criteria 4 Skill in preparing working drawings and a scheduled production/work plan (including quality measures) Indicators Prepares working drawings Develops scheduled production plan Demonstrates risk assessment and risk management
SAT assessment criteria 4 Prepares working drawings Use of technical language and conventions Use of symbols and measurements Explain product functions and requirements Explain materials and construction methods
SAT assessment criteria 4 Develops scheduled production plan page 24 of the study design:
SAT assessment criteria 4 Demonstrates risk assessment and risk management Assess risk of materials, tools, equipment and machines Explicit management for each risk, using the hierarchy of controls Students need to undertake risk assessments and risk management before any practical work is undertaken may even need to occur when students are undertaking primary research, where risks are involved.
SAT Q&A webinar A Q&A webinar related to the SAT will be held in Term 1. Refer to the VCAA February Bulletin for details of the date and how to register. Any questions, information or clarification you would like to be covered during this webinar, please email to Leanne Compton leanne.compton@education.vic.gov.au
