Exemplar for Internal Achievement Standard Technology Level 1 This exemplar supports assessment against: Achievement Standard 91046 (B) Use design ideas to produce a conceptual design for an outcome to address a brief An annotated exemplar is an extract of student evidence, with a commentary, to explain key aspects of the standard. It assists teachers to make assessment judgements at the grade boundaries. New Zealand Qualifications Authority To support internal assessment
Grade Boundary: Low Excellence 1. For Excellence, the student needs to use refined design ideas to produce a conceptual design for an outcome to address a brief. This involves: testing, refining and evaluating design ideas through functional modelling and ongoing research justifying the potential fitness for purpose of the outcome. This student has designed a Website for Tourism Wairarapa. Their work met the criteria for Achieved and Merit. This excerpt only shows the evidence for the Excellence criteria. The student has tested, refined and evaluated the design idea using stakeholder feedback through functional modelling (1). They have presented the stakeholder with a completed design idea for all the pages of the website (2) including the possible pixel sizes (3). The student has justified the potential fitness for purpose (4). For a more secure Excellence, the student could further evaluate the results from functional modelling to justify the selected design ideas. This may involve undertaking ongoing stakeholder feedback to evaluate the potential fitness for purpose of design ideas.
Attributes The navigation on the site I created for Wairarapa Tourism, my navigation is simple to understand how to use as users can use their prior experience with navigation systems and apply that to this navigation system as it is not that different than others. The majority of sites have their navigation at the top of the site, just under the header and banner, and others have it down the side. Mine has the navigation down the left side and people will know that seeing the title of a page surrounded by the box will take them to that page that it reads. The consistency in keeping the navigation similar to other sites will result in a very effective navigation system that won t be confusing for many people. Layout. This site is also simple in the layout as it is not cluttered; it is orderly and has a consistent layout. There are a limited number of images on each page which helps the user focus on the text, the images are just for a visual aid and aesthetic. Having the navigation on the left, the banner and header at the top, and images to the right of the site will create a sort of frame for the text. Suitability. The Wairarapa Tourism site is suitable for the aimed audience of travellers who are young adults and above. I also believe that this site will be easy to use for people above the age of 13 as it is not too different from other sites in general. The consistency with my site and others allows the users to not have to think too hard about how the site works. The target audience should have no issue using this site. This will appeal to the target audience, of travellers, as the English is simple enough for a child to read and understand. Readability. The chosen fonts and the layout make the site very easy to read and you don t find your eyes being diverted as you re reading because I have not added any animations or images that are too distracting. The language used on the site is simple to understand and there are no word that are too difficult for English speakers. The site is simple and the layout has been kept consistent throughout all four pages. The readability of this site is great as the fonts are consistent throughout the entire site and it is not too busy. The users can also understand the type of language used as it is simple English. In the navigation, we chose the lighter green for the colour of the buttons for the links because with the darker green the title of the page was unclear and with the lighter it was much more readable and clear. I have made sure that the colour scheme doesn t affect the readability of the text. This also adds to the appeal of the site because the target audience doesn t was to be straining to read, or even see, the text. Travellers don t want to work too hard to see what their destination has to offer.
Grade Boundary: High Merit 2. For Merit, the student needs to use informed design ideas to produce a conceptual design for an outcome to address a brief. This involves: creating design ideas informed by research and analysis of existing outcomes evaluating findings from functional modelling and stakeholder feedback to justify the selected design ideas. This student has designed a website for a coffee shop. The student has used research to identify the main parts and features of a range of websites related to coffee shops (only two shown), and came up with a list of parts and features that would be used to create the website (1). The student has explored a range of layouts and features using low fidelity wireframes (only two shown) (2), and sought stakeholder feedback to inform further development (3). The student considered stakeholder and teacher feedback to produce two high fidelity wireframes, explaining the reasons for inclusions and exclusions (4). The student produced a final conceptual design using a high fidelity wireframe. This includes a colour palette and a few more features, such as clickable thumbnails (5). To reach Excellence, the student could use ongoing research to support the inclusion of new ideas such as the colour palette, clickable thumbnails or an image slider feature. This may involve testing different colour palettes before deciding on the final design. The results from this testing and ongoing research would provide a better opportunity to justify the fitness for purpose of the final conceptual design.
Grade Boundary: Low Merit 3. For Merit, the student needs to use informed design ideas to produce a conceptual design for an outcome to address a brief. This involves: creating design ideas informed by research and analysis of existing outcomes evaluating findings from functional modelling and stakeholder feedback to justify the selected design ideas. This student has designed a website for a coffee shop. The student has used research to identify design ideas for media display, background, and a title block. They have started to analyse some features of two websites related to a coffee shop (1). Similar features were identified. The student has also investigated colours and fonts and consulted stakeholders to make a selection (2). A range of wireframes (only two shown) were initially drawn to explore different combinations for structure, layout, navigation, and features (3). Further stakeholder feedback has been sought to develop a selected structure into a range of high fidelity wireframes (only two shown) (4). Further stakeholder feedback was used to select design ideas from high fidelity wireframes to develop the final conceptual design (5). The student begins to justify the selected design ideas (6). For a more secure Merit, the student could have researched and analysed a range of websites, with different aesthetic and functional features, to gather alternative design ideas for consideration. Further justification could be included with regard to the selection of design features from high fidelity wireframes (3).
[Please copy in the student work for Student 3 Low Merit]
Grade Boundary: High Achieved 4. For Achieved, the student needs to use design ideas to produce a conceptual design for an outcome to address a brief. This involves: generating design ideas testing design ideas through functional modelling using stakeholder feedback to inform decision making using findings from functional modelling to select design ideas producing a conceptual design for an outcome determining the outcome s potential fitness for purpose. This student has designed a website for a coffee shop. The student has used functional modelling tools (wireframing) to generate ideas for potential page designs (1). Navigation of the website has been considered (2), and stakeholder feedback used to choose colours (3) and select a layout to develop a high fidelity wireframe (only one development shown) (4). The student has used stakeholder feedback to produce a conceptual design for the layout of the website pages (5). The student has summarised their findings from the conceptual design and has begun to determine the potential fitness for purpose (6). To reach Merit, the student could provide evidence of creating design ideas based on the research of existing outcomes. Further evaluation of the findings from functional modelling and stakeholder feedback could be considered to justify design ideas.
I have chosen to use this colour scheme because my stakeholder said they preferred it and I think that it is a good colour scheme because it has the college colours which is blue and green and it has brown which is the colour of coffee so I think that they are good colours to use and also I think it has a good contrast in colours. Stakeholder feedback Which wireframe do you prefer? What are some of the features you like about the wireframes? What don't you like about the wireframes? What fonts do you like and why? Do you have any other fonts that you might prefer? Do you like the colour schemes? What do you like about the colour schemes? What don't you like about the colour schemes? Do you have any colours on mind that you might prefer? My stakeholder preferred my first wireframe because it is neater and looks more professional, and will use the brown blue and green colour scheme because it had the college colours and brown which is the colour of coffee. This wire frame is to enable my stake holder to see the layout
All pages of the website will have the same lay out. The conceptual design above is using the colour scheme that contains the college colours. The information in the website comes from the appendix in the brief. The thumb nails are ones where you click on the image and it links to a new tab of a bigger size of the image. The font on the webpage will all be decided by the stakeholder when I start prototyping the website S. Stake holder feedback My stake holder said that they feel like the conceptual design will entice people to buy coffee from their coffee shop and they have no changes they would like to make. My stake holder said that a single paragraph box that contains all of the information fits with his vision of a simple clean website so I also added that into my final conceptual design, and they also said that they would like more images of coffee so I added more images into my conceptual design that link to larger sizes of the images. My conceptual design entices people to buy coffee because my stakeholder and people I surveyed said that they would buy coffee after looking at the website, has the list of coffees available and their prices, has 4 pictures that link to bigger versions, has the contact information and opening time, is eye catching and has good use of design principles because people I asked and my stakeholder said that they thought that it was eye catching, the content is appropriate for school, it has general information/picture about the facility, it has an animated logo, nothing in the design is copyrighted and it has four pages. My conceptual design reflects the organisation s needs. My stake holder and I believe that it will appeal to the target audience. My website is not a set size but I believe it will be fine on a wide range of screen sizes. My website will use the web safe fonts so that people can view the website on all devices and operating systems. My stake holder is glad that I incorporated their idea to have one paragraphs and that the colours in the website are the college colours ant that it has an animated logo. I also changed the size of the images and added more images when I showed them my wireframes. I did more research every time I got the stake holders feedback to incorporate their ideas in to the conceptual design. I didn't change anything as a result of ongoing research. I did not run into any technical problems while creating the conceptual design. If someone was to make a website based on my conceptual design I believe that it would fulfil the stake holders need to entice people to buy coffee for their coffee shop, because it contains pictures of coffees that look tasty and delicious, the title at the top of the page is big and bold drawing in the attention of any one viewing the website so they know what the website is all about and there is a good contrast in colours. I did not change the brief. My conceptual design meets every requirement in the brief so I believe that it will be fit for purpose. I have used a web safe font in my conceptual design so that it can be viewed/read on every type of device/operating system possible. When the website is developed I will test it in Chrome, Firefox and Safari. My website does not have any copyrighted material in it and it does not contain any coarse language. The images in my website are all not copyrighted but are not my images but I have permission from the owner of the images to use then in my website.
Grade Boundary: Low Achieved 5. For Achieved, the student needs to use design ideas to produce a conceptual design for an outcome to address a brief. This involves: generating design ideas testing design ideas through functional modelling using stakeholder feedback to inform decision making using findings from functional modelling to select design ideas producing a conceptual design for an outcome determining the outcome s potential fitness for purpose. This student has designed a website for a coffee shop. The student has researched existing designs to identify and annotate some basic features of the websites (1) and used functional modelling tools (low fidelity wireframes) to generate alternative design ideas for potential page layouts (2). Stakeholder feedback (3) has been used to inform the potential final layout of the website (4). Stakeholder feedback and research have been used to further develop the chosen idea into a high fidelity wireframe for the final conceptual design (5). The student has summarised their findings from the conceptual design and has started to determine the potential fitness for purpose (6). For a more secure Achieved, the student could generate a range of design ideas for layout, typography, and emphasis during design development, using high fidelity wireframes. This may provide an opportunity for the stakeholder to select a combination of design ideas for the final conceptual design.
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Grade Boundary: High Not Achieved 6. For Achieved, the student needs to use design ideas to produce a conceptual design for an outcome to address a brief. This involves: generating design ideas testing design ideas through functional modelling using stakeholder feedback to inform decision making using findings from functional modelling to select design ideas producing a conceptual design for an outcome determining the outcome s potential fitness for purpose. This student has designed a website for a coffee shop. The student has used some existing outcomes (1) to identify and annotate basic features in a website. The student has brainstormed (2) and used functional modelling tools (wireframing) to generate concepts for a potential home page layout (3). Website navigation has been considered (4). The student has used some stakeholder feedback (5) to produce the conceptual design for the layout of the website pages (6). The student has summarised their findings from the conceptual design and has started to determine the potential fitness for purpose (7). To reach Achieved, the student could generate further design ideas such as low fidelity wireframes for basic structure, framework, and navigation for each page of the website and their alternatives. The final conceptual design could be developed into a high fidelity wireframe by placing dummy text and media, with appropriate typography and contrast. A range of conceptual designs would provide the stakeholder with the opportunity to select a layout and give meaningful feedback.