[Design and Technology] Re PD&T SAT criteria

[Treverton, Melissa J]

Hi Leanne,

Another concern I forgot to raise in my previous email is the inequity of the design task on the exam. There has only ever been a garment option for Textiles students, yet the course is not Fashion design, but rather Product Design.  I always have some students who choose to design soft furnishings, Manchester and bags.  They are disadvantaged as their understanding of garment construction may be limited to lower level tasks undertaken at Yr 10 or 11.  I would like to see two Textiles options to balance the two options that are suitable to Woodwork, that have been offered almost every year.  Perhaps a 'furnishings' option that could be designed using Textiles, Wood, Metals or Plastics would be a fair alternative?

I would appreciate hearing other teachers thoughts on the Design Section of the exam.

Kind Regards,

Melissa Treverton
Technology Domain Leader
Textiles & Art teacher
[http://www.parkdalesc.vic.edu.au/templates/parkdale/images/logo.png]<http://www.parkdalesc.vic.edu.au/index.php>
Warren Road,
Mordialloc East             3194
Ph: 9580 6311
Email:  treverton.melissa.j at edumail.vic.gov.au

From: destech-bounces at edulists.com.au [mailto:destech-bounces at edulists.com.au] On Behalf Of Treverton, Melissa J
Sent: Monday, 24 November 2014 9:17 PM
To: Compton, Leanne L
Cc: Design and Technology Teachers' Mailing List (destech at edulists.com.au)
Subject: [Design and Technology] Re PD&T SAT criteria

Hi Leanne,

I would like to raise some issues I have found with the SAT criteria this year.

Firstly I would like to say the 10 marks per criteria was much easier to use and allowed for clearer differentiation between students.

However, the actual content the criteria cover do not align seamlessly with the Product Design Process.  This process is a core element of the course, I now introduce this process from Yr 10 and in a modified from in the junior years.  It is a clear process for the students to follow and helped them see the sequencing of tasks and how each directly impacts each other.

I believe there should be 11 assessment criteria to reflect the 11 stages.  As the criteria stand there is an uneven quantity and depth of work required for each criteria, yet they are all of equal value.

If each of the eleven steps was given equal weighting then I believe this would create a fairer system.

I also believe having one criteria dedicated to just the finished product; quality, function, innovation; would be a fair reflection on the amount of time required for production.  These are high school students who are learning as they go, so they require at least a full term of production time to complete their product, yet the actual product comprises of only part of one criteria (8) "Skill in developing a quality product and communicating its features and care requirements to the client and/or end user(s)."and slightly in criteria (6) "Skill in the application of appropriate processes, including risk management, and in gaining feedback, recording progress and justifying modifications"   The written elements often disadvantage students who are highly skilled with tools, processes and project management but struggle with written language, therefore we are valuing one type of intelligence more highly than another.

Kind Regards,

Melissa Treverton
Technology Domain Leader
Textiles & Art Teacher
[http://www.parkdalesc.vic.edu.au/templates/parkdale/images/logo.png]<http://www.parkdalesc.vic.edu.au/index.php>
Warren Road,
Mordialloc East             3194
Ph: 9580 6311
Email:  treverton.melissa.j at edumail.vic.gov.au<mailto:treverton.melissa.j at edumail.vic.gov.au>


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