Exchange Unit: Criterion A: Inquiring and Analysis

How Do I Decide ? Smart Cells; Summative Assessment

The Aga Khan Academies

Summative Assessment Guidelines on Unit - How Do I do?

Topic - Sustainable solutions to everyday life

Time: 2 lessons

_________________________________________________________________________

The following systems are some solutions to different problems.

1. Library Management System

2. Students Database Management System

3. Aka Mombasa, Tuck shop

4. Manage budgetary for year level party

5. Plan a birthday /  wedding budget.

6. Budget for Commons ( breakfast, lunch super)

________________________________________________________________________

UNIT – How do I decide?

Criterion A: Inquiring and analysing

Maximum: 8

Topic – Sustainable solutions to everyday life

Sustainability is about enabling all people whether in school, office and home to satisfy their basic needs and enjoy a better quality of life without compromising the quality of life.  Sustainability here in Design is to create something new or simply by re-designing what that already exists. It is the new way of thinking that need to be found and new systems based on these new ideas, have to be generated.

Challenge

Identify a problem faced by a client which requires the application, use of calculated values and presentation of the information in different formats for decision making. 

Your task therefore is to identify a problem that can be addressed or solved using an IT software that calculates values, and presents the information in a suitable formats for decision making. The problem should be clearly described and the client's current way of addressing the  situation described. The problem description should include the current  limitations the client is facing in relations to sustainability and detailed explanation of why you think an IT solution will be the best for this situation. 

Breaking the requirements for each strand;

i). Explain and justify the need for a solution to a problem for a specified client/target  audience: (Maximum of 2 pages)

• Have introduction to the unit by highlighting; Global Context, Key Concept, AK strand/s and Learner profile. Ensure that the introduction is link to the unit. 
• Explain the background of the problem facing the client/target audience, discuss this problem and how long it has persisted, show how it has affected the client and community, show how the client is in dire need for solution. Give examples of social challenges arising from this problem, show how an IT solution will be better placed to solve this problem and share the benefits to the client if the problem is solved.

Please note the TWO things to consider;

 a) Detailed background information of the current problem.
 b) Clear and to the point problem justification. Why you think IT solution is best suited for the problem.

           Make sure you identify and justify:

                a) What is the problem?

                b) Whose problem is it? ( identify the client/target audience)

                c) Where is the problem occurring? ( identify the situation)

                d) What is the cause of the problem? 

                e) What effect is the problem?

   

          Grading 7-8: Section that relates to strand

           i.

         - A detailed explanation and justification of the problem.

           ii.   identify and prioritize primary and secondary research needed to develop a solution to the problem: (Maximum of 2 Pages)

( clearly identify which sources are primary and secondary and demonstrate understanding of each)

- construct a detailed research plan which identifies and prioritizes the primary and secondary research needed to develop the solution to the problem. Show the what you need to research, how you will gather the info,(primary/secondary), when the task will be completed.

- follow the research plan to collect your detailed information from primary/secondary sources.

- Let your research question cover the business problem and the IT tools in detail.

- Independently generate 12+ detailed SMART and appropriate questions, which are clearly prioritized (Top 3 must be in a logical order) and identified as the specific type of primary and secondary research sources, to help develop the solution focused on:

❏- Client

❏ ‐ Time

❏ ‐ Resources

❏ ‐ Function

❏ ‐ Aesthetics

 iii.   Analyse a range of existing products that inspire a solution to the problem: (maximum of 4 Pages)

           (have a clear analysis of exiting products IT tools and finished products which can solve the same problem)

           Discuss different IT tools and products; in each type show examples and how they work plus their images; you intend to use, in each categories show examples and how they  work plus their images, advantages and disadvantages. Their rating/statistical performance of the existing products other companies have used.

           Finally select one out of the list of tools e.g mobile app, excel puzzle and justify why it is the best solution than the rest for the problem, show the different types of your IT solution, e.g different excel mobile software and select one excel mobile software that you will use explaining how it work with supporting images  

- 4+ products are all analyzed in detail (excel mobile apps, excel puzzles and/or Parts, purposes, complexities thinking routines, etc..). Appropriate usage of subject specific vocabulary ‐ the elements of design ‐ Aesthetic and functional elements.

           iv).      Develop a detailed design brief, which summarizes the analysis of relevant research. (maximum of 2 Pages) ( produce a design brief that summarizes their research and then links it to the client/target audience)

- Write a detailed design brief that outlines, the client/target audience opinion, the experts opinion, and your personal opinion. Discuss the IT tools you will use, discuss the key features of the tool, specifications  and its benefits to the client based on your research.

- Your design brief should cover all relevant areas of your research and explaining in detail why you did not use IT tools (these) plus justifications and why you will use other tools and justifications.

- Write a summary of the collected research, with appropriate images, which tie together the findings from the student’s research and how it will affect their project. Include a coherent design brief (in paragraph form) that connects the clients’ needs, and how the student’s product intends to solve the problem and any potential constraints (such as time, materials, etc.). Guidance: 400 + words.

The design brief must highlight the following aspects of the students research
❏ ‐ Time
❏ ‐ Resources
❏ ‐ Environmental considerations
❏ ‐ Safety
❏ ‐ Function/Usability
❏ ‐ Aesthetics/Visual Communication
❏ ‐ Technical Skills

Bibliography should be using APA formatting. ( A maximum of 1 page)

Using APA Formatting, spelling, and grammar should be done.

- Your document should page numbered
- Appropriate diagrams can be used for the explanation in strand

Following Rubric helps to evaluate their work.

At the end of the unit, students should be able to:

i. Explain and justify the need for a solution to a problem

ii. State and prioritize the main points of research needed to develop a solution to the problem

iii. Describe the main features of one existing product that inspires a solution to the problem

iv. Present the main findings of relevant research.

Achievement Level	Level Descriptor
0	The student does not reach a standard described by any of the descriptors below.
1-2	The student:  i. states the need for a solution to a problem for a specified client/target audience. (Student explains the word sustainability in a paragraph and connects why sustainability is needed for his chosen solution. He also justifies that why he is doing his research on a given system and what made him to do.)  ii. develops a basic design brief, which states the findings of relevant research. (Student writes a paragraph on what kind of solution he/she is going to provide to the client, eg., An Excel software solution or a web page creation. Here, the student mentions the impact on environment (if any), and an awareness than the existing solution that are available in the market, off-the-shelf.)
3-4	The student: i. outlines the need for a solution to a problem for a specified client/target audience. ii. outlines a research plan, which identifies primary and secondary research needed to develop a solution to the problem, with some guidance. (Here, student need to create tables mentioning the Primary and Secondary research methods through which he acquired the required information to create his solution.) iii. analyses one existing product that inspires a solution to the problem (Here, student critically analyses the existing manual register / software and writes its drawbacks in order to have a sophisticated solution) iv. develops a design brief, which outlines the analysis of relevant research.
5-6	i. explains the need for a solution to a problem for a specified client/target audience. ii. constructs a research plan, which identifies and prioritizes primary and secondary research needed to develop a solution to the problem, with some guidance. iii. analyses a range of existing products that inspire a solution to the problem. iv. develops a design brief, which explains the analysis of relevant research.
7-8	The student: i. explains and justifies the need for a solution to a problem for a client/ target audience ii. constructs a detailed research plan, which identifies and prioritizes the primary and secondary research needed to develop a solution to the problem independently iii. analyses a range of existing products that inspire a solution to the problem in detail iv. develops a detailed design brief, which summarizes the analysis of relevant research.

CRITERION A SAMPLE

Resources  
https://www.youtube.com/watch?v=IvW0kcajWKk

Introduction to Spreadsheet (Tutorial)
https://edu.gcfglobal.org/en/excel2016/getting-started-with-excel/1/


Spreadsheet Exercises
http://web.utk.edu/~dhouston/excel/exercise.html

How to make crossword puzzles using Excel
https://www.internet4classrooms.com/excel_puzzle.htm

http://eforexcel.com/wp/excel-quiz-7-crossword/

Sample Products
1. Hotel Excel booking
 https://www.onlinepclearning.com/excel-room-booking-system/

2. Tuckshop Budget Product
http://i-learnertuckshop.weebly.com/budget.html

3. Threatre Booking System
https://www.youtube.com/watch?v=D8q51d8Mbro

4. Creating A quiz
https://www.westernsydney.edu.au/tld/home/how_to/how-to_resources/excel_resources/create_a_quiz_in_excel

5. Creating Mobile apps using Excel
https://support.openasapp.net/hc/en-us/articles/207930855-Create-an-app-from-an-Excel-calculation

https://www.appsheet.com/apps-from-office-365-and-onedrive-for-business

Summative Assessment on Unit - How Do I decide?

The Aga Khan Academies

Summative Assessment on Unit - How Do I do?

Topic - Sustainable solutions to everyday life

Grade : 9                                                                                                                                                          

Sub: Design                                                                                                                                                     Time: 

_____________________________________________________________________________________

The following systems are identified in both the academies to develop a prototype during the course. Select your system by placing a tick mark from the given list.

1. Library Management System

2. Students Database Management System

3. Aka Mombasa, Tuck shop

4. Manage budgetary for year level party

5. Plan a birthday /  wedding budget.

6. Budget for Commons ( breakfast, lunch super)

______________________________________________________________________________

NOTE:   The objective of this assessment is to assess your data organization and management skills on a chosen solution you were working with in your groups for the past six weeks.

                Your need to create a folder titled ‘ePortfolio – Design’ that has the following.

·         A spreadsheet that has the live data you have entered from the client, tested using different testing methods, and found in good working condition against all the formulas, functions and charts to manipulate, store and analyse data.

·         You product must have followed the Criterion A, C and D and their strands given in the Design cycle.

·         A prototype that is developed must be user friendly and is clearly illustrates the Data organization and management skills.

_____________________________________________________________________________________

ePortfolio-Design submission Limits

Written work – 40, A4 Pages

Criterion A: Inquiring and analyzing

Strand	A4 Pages Recommended maximum
(i)explain and justify the need for a solution to a problem for a specified client/target audience	1
(ii)identify and prioritize the primary and secondary research needed to develop a solution to the problem	1
(iii) analyse a range of existing products that inspire a solution to the problem	2–4
(iv) develop a detailed design brief which summarizes the analysis of relevant research	1-2

Criterion C: Creating the solution                             Criterion D: Evaluating

Strand	A4 Pages Recommended maximum		Strand	A4 Pages Recommended maximum
(i) construct a logic plan, which describes the efficient use of time and resources, sufficient for peers to able to follow to create the solution.	1-3		(i) design detailed testing methods, which generate data, to measure the success of the solution.	2
(ii) demonstrate technical skills when making the solution.	6 pages total for these two strands		(ii) critically evaluate the success of the solution against the design specification.	2
(iii) follow the plan to create the solution, which functions as intended.			(iii) explain how the solution could be improved.	1
(iv) fully justify changes made to the chosen design and plan when making the solution.	2 pages / 4 minutes video		(iv) explain the impact of the solution on the client/target audience.	1

NOTE: Refer the Criterion A, C and D from the Design guide before final submission.

The Aga Khan Academies

Summative Assessment Guidelines on Unit - How Do I decide?

Topic - Sustainable solutions to everyday life

Grade : 9                                                                                                                                                          Max.marks: 40

Sub: Design                                                                                                                                                     Time: 2 lessons

_____________________________________________________________________________________

The following systems are identified in both the academies to develop a prototype during the course. Select your system by placing a tick mark from the given list.

1. Library Management System

2. Students Database Management System

3. Aka Mombasa, Tuck shop

4. Manage budgetary for year level party

5. Plan a birthday /  wedding budget.

6. Budget for Commons ( breakfast, lunch super)

______________________________________________________________________________

Task specific evaluation against each criterion for teachers

Since solutions are different in nature, only one application is evaluated against the ePortfolio rubric.

______________________________________________________________________________

ü  Library Mangement System

For this system, the client is the Head of the Library in the academy.

___________________________________________________________________

Task -  To create a prototype for Library Mangement System in the academy

(For this system, the client is the Head of the Library)

UNIT – How do I decide?

Criterion A: Inquiring and analysing

Maximum: 8

Topic – Sustainable solutions to everyday life

Sustainability is about enabling all people whether in school, office and home to satisfy their basic needs and enjoy a better quality of life without compromising the quality of life.  Sustainability here in Design is to create something new or simply by re-designing what that already exists. It is the new way of thinking that need to be found and new systems based on these new ideas,  have to be generated.

You need to do basic research on the below mentioned areas, analyze and prepare a word document that highlights the following for the topic chosen by your group.

Following Rubric helps to evaluate their work.

At the end of the unit, students should be able to:

i. Explain and justify the need for a solution to a problem

ii. State and prioritize the main points of research needed to develop a solution to the problem

iii. Describe the main features of one existing product that inspires a solution to the problem

iv. Present the main findings of relevant research.

Achievement Level	Level Descriptor
0	The student does not reach a standard described by any of the descriptors below.
1-2	The student:  i. states the need for a solution to a problem for a specified client/target audience. (Student explains the word sustainability in a paragraph and connects why sustainability is needed for his chosen solution. He also justifies that why he is doing his research on a given system and what made him to do.)  ii. develops a basic design brief, which states the findings of relevant research. (Student writes a paragraph on what kind of solution he/she is going to provide to the client, eg., An Excel software solution or a web page creation. Here, the student mentions the impact on environment (if any), and an awareness than the existing solution that are available in the market, off-the-shelf.)
3-4	The student: i. outlines the need for a solution to a problem for a specified client/target audience. ii. outlines a research plan, which identifies primary and secondary research needed to develop a solution to the problem, with some guidance. (Here, student need to create tables mentioning the Primary and Secondary research methods through which he acquired the required information to create his solution.) iii. analyses one existing product that inspires a solution to the problem (Here, student critically analyses the existing manual register / software and writes its drawbacks in order to have a sophisticated solution) iv. develops a design brief, which outlines the analysis of relevant research.
5-6	i. explains the need for a solution to a problem for a specified client/target audience. ii. constructs a research plan, which identifies and prioritizes primary and secondary research needed to develop a solution to the problem, with some guidance. iii. analyses a range of existing products that inspire a solution to the problem. iv. develops a design brief, which explains the analysis of relevant research.
7-8	The student: i. explains and justifies the need for a solution to a problem for a client/ target audience ii. constructs a detailed research plan, which identifies and prioritizes the primary and secondary research needed to develop a solution to the problem independently iii. analyses a range of existing products that inspire a solution to the problem in detail iv. develops a detailed design brief, which summarizes the analysis of relevant research.

UNIT – How do I decide?

Criterion C: Creating the solution

Maximum: 8

Topic – Sustainable solutions to everyday life

Students create a solution using given tools. (Eg. Microsoft Excel). Apply all possible commands and functions that are discussed in class to create the solution to the client.

______________________________________________________________________________

Teachers’ are advised to look for the following in to students’ submissions.

1.       They have constructed a logical plan, which describes the efficient use of time and resources. Also, it is sufficient for peers to be able to follow the plan to create the solution at later stage.

2.       They have demonstrated excellent technical skills when making the solution.

(Use of LookUp(), HLookUp and VLookUP() functions are few of the functions to used efficiently.)

3.       They have followed the plan to make the solution, which functions as intended.

4.       They have made some changes to the chosen design (if any). Also justified  these changes in the original plan.

5.       They have  presented the solution as a whole, either:

a. in electronic form, or

b. through photographs of the solution from different angles, showing details.

_____________________________________________________________________________________

Following Rubric helps to evaluate their work

Achievement Level	Level Descriptor
0	The student does not reach a standard described by any of the descriptors below.
1-2	The student: i. demonstrates minimal technical skills when making the solution ii. creates the solution, which functions poorly and is presented in an incomplete form. (An exemplar screen shot of poor work is given below) The Aga khan Academies Library Management System Academci books list in stock for the year 2018-2019 Sno BOOK_ID Title of the Book ISBN QTY 1 AGKH_PHY_GR11 Quantum Mechanics ISBN-13: 978-1473602410 7 2 AGKH_SCI_GR8 Awareness science for grade 8 283-176-0 5 3 AGKH_ITGS_GR11 Information Technology in a Global Society 8 4 AGKH_ENG_GR6 Longman Reading comprehension ISBN-978-0-778-730-781 5 AGKH_BIO_GR9 ISBN-978-63-5263-146-0 4 6 AGKH_ECO_GR12 ISBN-978-1-427-194-831 6 7 AGKH_GEO_GR7 The seven continents 8 The red color shows no data has entered.
3-4	The student: i. constructs a plan that contains some production details, resulting in peers having difficulty following the plan. ii. demonstrates satisfactory technical skills when making the solution. (In few of the cases, the student has entered the data, applied few functions like Sum, Average, Count, CountA, CountIF, CountIFS to manipulate the data. Some yields results, but few of them would give errors. The student s unable to remove the error. Here is a partial screen shot of the Excel sheet with one function is been tried by the student, that is imaginary.) ISBN QTY ISBN-13: 978-1473602410 7 ISBN-978-93-5283-176-0 5 8 ISBN-978-0-778-730-781 ISBN-978-63-5263-146-0 4 ISBN-978-1-427-194-831 6 8 (Here, the function COUNTA is used as COUNT A that yields an Error. The following message shows same.) Message on the screen - #NAME? iii. creates the solution, which partially functions and is adequately presented. iv. outlines changes made to the chosen design and plan when making the solution.
5-6	The student: i. constructs a logical plan, which considers time and resources, sufficient for peers to be able to follow to create the solution. (Here, the student writes his plan step-by-step right from creation of the table, kind of formulas wants to use, any related charts to be produced along with the type of reports to be generated. The student misses out few of the client’s requirements.) ii. demonstrates competent technical skills when making the solution iii. creates the solution, which functions as intended and is presented appropriately (Here, the student creates an incomplete solution against the Design specification mentioned in Criterion A) iv. describes changes made to the chosen design and plan when making the solution. (Here, the student has learned to make changes to his original plan to make his solution to meet the client’s requirements, but with partial justification.)
7-8	The student: i. constructs a detailed and logical plan, which describes the efficient use of time and resources, sufficient for peers to be able to follow to create the solution. ii. demonstrates excellent technical skills when making the solution. (Here, the student applies all the formulas and functions that he has learned to manipulate the data effectively. In this process, the student has learned to use Nested functions, Logical functions, formulas and charts that are different in nature.)                      = BOOKS BOROWED                       =  BOOKS RETURNED iii. follows the plan to create the solution, which functions as intended and is presented appropriately. (Here, the student has learned to present the data that is required by the client.) iv. fully justifies changes made to the chosen design and plan when making the solution. (Here, the student has learned to make changes to his original plan and make his solution to meet the requirements of the client with complete justification.)

 Few of the screen shots were shown as an example. There are many variety of reports, graphs will be displayed, once the student meet the client over their requirements.

UNIT – How do I decide?

Criterion D: Evaluating

Maximum: 8

Topic – Sustainable solutions to everyday life

Students need to evaluate their solution in groups. In this process, they may visit the client and show their solution that they have created using variety of tools. Also they must look into the basic software and hardware facilities of the client has in order to support their solution.

______________________________________________________________________________

They have followed these instructions in order to complete their write-up efficiently.

Teachers’ are advised to look critically the following into students’ submissions.

i. design detailed and relevant testing methods, which generate data, to measure the success of the solution.

ii. critically evaluate the success of the solution against the design specification.

iii. explain how the solution could be improved.

iv. explain the impact of the solution on the client/target audience.

Following rubric helps the teacher for assessing their work.

Achievement Level	Level Descriptor
0	The student does not reach a standard described by any of the descriptors below.
1-2	The student: i. designs a testing method, which is used to measure the success of the solution. ((Students have identified the strengths and weaknesses by testing the prototype(s) against the design specification in criterion A. Students have included interview with the client on their satisfaction over product trail. Here they match the requirements mentioned in questionnaire used in Criterion A. Students have learned to evaluate against all the marketing specifications, if any. (Since, each student’s application is different). Students have learned to look for weaknesses to complete improvements.)) ii. states the success of the solution.
3-4	The student: i. designs a relevant testing method, which generates data, to measure the success of the solution. ii. outlines the success of the solution against the design specification based on relevant product testing. iii. outlines how the solution could be improved. iv. outlines the impact of the solution on the client/target audience.
5-6	The student: i. designs relevant testing methods, which generate data, to measure the success of the solution. ii. explains the success of the solution against the design specification based on relevant product testing. iii. describes how the solution could be improved. iv. explains the impact of the solution on the client/target audience, with guidance.
7-8	The student: i.designs detailed and relevant testing methods, which generate data, to measure the success of the solution ii. critically evaluates the success of the solution against the design specification based on authentic product testing. (Here, students have learned to critically evaluate the strengths and weaknesses by testing the prototype(s) against the design specification mentioned in criterion A. Have learned to estimate the cost constraints, if any. Have explained environmental requirements, if any. Have learned to explain the performance requirements and constraints. Have learned to identify the strengths and weaknesses of his product.) iii. explains how the solution could be improved. Students have learned the following and exhibited in their write-up. (The improvements that were made against the weaknesses identified through evaluation against design specifications. Learned to identify and made suggestions, If the final solution does not meet any of the related marketing or design specifications. Learned to modify to their solution which is valid and feasible. Learned to write in their report the improvement in the form of revised specifications, and inserted annotated photographs, and annotated meaningful drawings. They have learned to bring the product up to the specification.) iv. explains the impact of the product on the client/target audience. (Students have learned to specify the impacts, both positive and negative, with reference to the client in to their report.)