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
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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.
______________________________________________________________________________
ΓΌ 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.
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Achievement Level
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Level Descriptor
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0
|
The
student does not reach a standard described by any of the descriptors
below.
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1-2
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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.)
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3-4
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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.
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5-6
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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.
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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.
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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
|
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0
|
The
student does not reach a standard described by any of the descriptors
below.
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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 red color shows no data has
entered. |
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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.)
(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.
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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.)
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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.)
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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.
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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.
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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.
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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.)
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