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VCD Unit 4 AOS 1 Development, refinement and evaluation

U4O1-SAT.

Development, refinement & evaluation

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For 2020 only

Key Skills and tasks will be re-arranged for 2021

Outcome 1

On completion of this unit the student should be able to;

  •  develop distinctly different concepts for each communication need ..., and evaluate the extent to which these concepts meet the requirements of the brief.

What you will do

This is the second of three stages for your SAT (School Assessed Task). This is the commencement of your design processes.

In this outcome you will;

  • revise design thinking you need for creative, critical and reflective thinking routines, and documentation at each stage of the design process
  • progressively record your design decision making
  • use the design process
  • select ideas for development
  • evaluate ideas progressively, against the requirements of your brief
  • use elements and principles of design and materials, methods and media to develop ... design concepts
  • revise and apply techniques for gaining attention and maintaining engagement of target audiences
  • make mock ups of your designs
  • use design thinking routines or surveys as a framework for self and peer evaluation of designs
  • evaluate and incorporate feedback to resolve concepts
  • work legally and ethically

Essential references

Before you go any further you must ensure that you have downloaded and read the sections on this outcome for the VCD SAT (School Assessed Task) in Unit 3 and 4.

These references included guidelines, rules, permitted approaches, authentication and assessment advice.

Quick menu

Model answer

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Development of Concepts is about extending ideas and brining them to life. Navishka Fernando, 2016.
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Learning intentions

Learning intentions should be set at the commencement of each unit, then at regular intervals during the task.

Read through the content on this page. Discuss what you think could be learnt and form them into three 'learning intentions'.  Use sentences like, 'I will learn about making 3d drawings', or I will learn about 'media codes'.

Write your three learning intentions.

For advanced learning intentions, go with 3 different levels. 

  • 1 - What you will learn. (For example, the media code of camera describes the techniques camera operators use to record a scene)
  • 2 - How what you will learn can be used to create meaning or structure. (For example, camera techniques are combined with sound and/ or editing to create suspense).
  • 3 - How could your understanding of the learning be extended or related to other learnings. (For example, the use of camera has changed over the years and the invention of digital formats have allowed anyone to become cinema photographers)
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Success criteria

Success criteria should be negotiated between students and their teacher. The class group agrees about what is successful completion of the task. Identification of success criteria is done at the commencement of each unit, then at regular intervals.

Now that you are familiar with what you will learn in this task, it's time to lock in how you will be able to demonstrate that you know it, or can do it. 

Write three success criteria, using sentences like the examples in the next column.

I will demonstrate that I have mastered the learning by;

  • 1 - I Can identify all of the camera techniques used in the selected clip.
  • 2 - I can use a camera to film clips in the ways I have identified.
  • 3 - I can explain how camera is combined with other codes to create meaning in a narrative.
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Design thinking

Used progressively throughout the design process

the use of the design process as a framework for creating visual communications

design thinking techniques that underpin the application of the design process

techniques for recording decision making including annotation

(VCAA VCE VCD Study Design 2018-22 Key Knowledge for this Outcome)

I am going to begin the work for this outcome by reminding students about the need for ongoing creative, critical and reflective design thinking. This section will set up the design thinking required for this Outcome so students must remember to revisit the design thinking entries consistently as the their work progresses.
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Design thinking

Using design thinking for expanding your creativity, critiquing your ideas, reflecting on your your journey and documenting your process is an ongoing process. You will be assessed on your ability to record the moments when you use design thinking in your design process.

Although students will be prompted to use design thinking where appropriate, they must be mindful of the consistent application and documentation of design thinking.

The design process

The design process is iterative. This means there are times students will revisit earlier stages. When students evaluate their progress they may need to jump back for a bit more research and/ or to generate some new visualisations. This is natural. Just annotate to describe what you are doing and how this assists you getting closer to fulfilling the needs of your brief.

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Design thinking techniques

Students must be mindful to practice design thinking techniques consistently during the design process

The tasks below will prompt students when to use design thinking techniques and routines.

The two links at right are for;

  1. Design Thinking: A list of Creative, Critical and Reflective routines and techniques that can be used as required
  2. Creative Thinking: A list of Creative Thinking activities designed to enable students to expand their concepts
  3. Critical Thinking: A list of Critical Thinking strategies to assist with directing and documenting convergent thinking.
Annotating your journey

Students must be mindful to describe and evaluate their work in real time during the design process. Writing effective annotations is assessable in the SAT.

The tasks below will prompt students when to annotate thier work.

These will be found on the pages linked below.

At the commencement of 2020 the School Based Assessment Criteria 6 describes annotations in the Very High descriptor as;

"Thoughtful and considered decisions are demonstrated through the use of appropriate terminology in coherent annotations throughout the development and refinement stages of the design processes."

Take a look below to see how I have expanded annotations to analyise an image I made for a page on this website. Let's imagine the brief required "a simple graphic to demonstrate the idea of Communism for an educational publication".

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Identify

I have used colour, shape, line, contrast, figure-ground and people for this graphic

Describe

Stylised shapes of males and females are placed side by side on a red circle. Each figure is black with a white outline. They are the same size and contrast with the background. The frame of the circle crops the outside figures.

Evaluate

The stylisation and simplification of the graphic makes it easy to identify on the page. It suits the rest of the graphics on the page. The figures shown at the same size does represent equality, which is a key feature for Communism. However, maybe the figures are a bit too simple, and except for the red colour, there are no other cues to make the idea of Communism evident for people who are unfamiliar with it.

Sign-post improvement

In order to give the image a bit more meaning I am going to try it with different background symbols. I will also try varying the shapes of the people.

A change in media, away from vector-based image might also help give it more authenticity.

Tasks for this stage

Click the link at left to jump over to my Design Process page to find out about the Design Process and Design Thinking.

tasks 1

Design thinking
1.1 Design process

Click the link above to jump to the Design Process Part 2 page. You will land at 'Development of concepts'. Scroll up to the top and refresh your memory about the Design Process. Consider your familiarity with the diagrams, your progress so far and when you think you might next, need to move back a stage in order to progress.

1.2 Design thinking techniques

Jump over to the three pages linked above; Design Thinking, Creative Thinking and Critical Thinking. Look through them, see where they overlap and consider how they might help you develop concepts in your design journey.

1.3 Annotations

Jump back through your folio so far. Take a critical and reflective look at how you have written your annotations. Determine how many of your annotations identify, describe, evaluate or sign-post future directions, as shown in the example shown above.

Select one of your annotations from Unit 3 Outcome 3. Practice rewriting it so that it includes all of the steps shown above.

trademark and copyright legal obligations of designers when using the work of others

(VCAA VCE VCD Study Design 2018-22 Key Knowledge for this Outcome)

Working legally

Now that you have completed Unit 3 Outcome 2, students have a clear understanding of how designers acknowledge their legal obligations when using the work of others. Students understand this in respect to;

  • referencing research material
  • stock and non-original images and backgrounds
  • fonts

Tasks for this stage

Click the link at left to jump back to Unit 3 Outcome 2 if you need to remind yourself about copyright and legal obligation

tasks 2

Working legally
2.1 Reflection

Take a critical and reflective look back at your folio so far. Have you been 100% accurate in your acknowledgement of everything you have used or referenced that you did not make yourself? Even fonts?

2.2 Looking forward

Considering the presentation formats you need to make to fulfill the communication needs in your brief, write a brief list of the top 3 non-original things you think you might be going to incorporate into your work.

Write down on a sheet of paper how you will be able to make each one of them part of your work legally and authentically.

Discuss this in class.

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Selection

of ideas that address requirements of the brief

the role of the brief in the development and evaluation of visual communications

functional and aesthetic factors that influence the selection of preferred concepts

(VCAA VCE VCD Study Design 2018-22 Key Knowledge for this Outcome)

The first step in the Development of Concepts stage is to select a group of ideas that have potential for development into working concepts. In this stage students use critical thinking routines to evaluate ideas against the brief.

Back to the brief

The brief is the 'target' document for your design processes. The tasks below will ensure that you revisit your brief and use it to create a score card to provide data that helps make informed decisions about which ideas to select and which to reject.

Functional and aesthetic

If you need help to remember how functional and aesthetic factors are used to shape designs click the link to visit the page.

Critical thinking

Click the link on the right to visit my page on critical thinking. This is the design thinking you need for convergent thinking in this stage of the design process.

Tasks for this stage

Click the link at left to jump over to my page on Critical design thinking for this step.

tasks 3

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Selection
3.1 Brief refresh

Place your brief in front of you. Re read it, paying special attention to the audience, purpose, context and constraints you wrote. Make sure you are familiar with each one. You will need them in the next task.

3.2 Score card

Create a score card based on the Pugh or Prioritisation Matrix shown in the Critical Thinking page. Copy in a small version of each concept made in your visualization stage at the head of each column. Evaluate each concept against the brief.

Repeat the process for each Communication need.

Don't forget, this is not a final evaluation but rather one to assess each concept's potential for development.

3.3 Make your choice - reflective thinking

Revisit the data that the Pugh matrix score card has revealed for you. Use reflective thinking to identify which two or three different approaches to meeting the two communication needs you want to take forward into the Development of Concepts stage.

Make your selection visible by using a heading on a new page and showing which concepts you have selected for development.

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Development

of concepts

methods for visualising ideas and developing concepts

different manual and digital methods, media, materials and conventions for developing a range of concepts

the features and functions of design elements and design principles

techniques for gaining attention and maintaining engagement of target audiences, using visual and written language

(VCAA VCE VCD Study Design 2018-22 Key Knowledge for this Outcome)

Now you have made your selection of the approaches that you think have the best potential for development it's time to begin this stage for real.

We will begin by experimenting with materials and media with manual methods. We will use Creative Thinking techniques to inspire divergent thinking and build on ideas. We will incorporate features of elements and principles of design that lead to the adoption of techniques for gaining attention and maintaining interest in your target audience.

Following the use of manual techniques to develop ideas, you will move onto the computer using digital media (applications) to form, compose and edit images and layouts.

Naturally, we will document our process with critical thinking - analysisng and evaluating the suitability of concepts to fulfill the requirements of the brief and with reflective thinking - describing and journaling your process and sign-posting your future directions.

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Two and three-dimensional methods

Students are required to demonstrate that they have used both two and three-dimensional methods during the development of concepts.

Three-dimensional methods include three-dimensional (paraline and perspective) drawings and renderings as well as model making.

Methods for developing concepts

Development of Concepts in our Design Process is a divergent thinking phase. This means that having made an initial selection of ideas, grouping them into concepts, students will now consider them from different perspectives and grow them in directions they have not considered.

The best methods for developing concepts are to play games or set rules around student's creative practice. You may have used games or rules to enlarge on ideas in the Generation of Ideas phase. Development of concepts employs similar strategies. In fact, many of the routines you used, for example SCAMPER and Action Verbs can be used at anytime during Generation of Ideas, Development of Concepts or Refinement.

Just remember set rules around;

  • time
  • methods, media, materials
  • elements, principles
  • sources, ideas
  • processes
  • etc.

Manual methods

Methods, materials and media for developing concepts

Materials, media and methods each have distinctive aesthetic and functional characteristics. In this section, students work from their chosen approaches, developing them by using a range of different materials, methods and media. Each will bring different aesthetic qualities - expanding the approaches.

From experimentation, students will learn how to make appropriate choices of both manual and digital materials, methods and media to support the purposes of visual communications.

Developing concepts referring to features of design elements and principles

As you are developing your concepts by substituting materials, methods and media, consider the role of the elements and principles of design.

Some uses of the elements and principles of design will be more suited to your communication needs, some will challenge the assumptions you have about the ways best to fulfill them.

For example, you might consider the role of colour and shape in a logo. Then consider how point, line, tone or texture could also be used in challenging ways.

Of course, this process will develop differently for students working in industrial and/ or environmental design. Of course an orthogonal drawing needs line. But even these students must consider alternative elements and principles of design for either the structure or surfaces of their designs.

gainting attention, maintaining engagement

When one steps back from ones' work, what does one see? Students as this stage now begin to consider how they are beginning to use visual language to attract attention and to maintain engagement for audiences. Mini mock-ups can be pasted on the wall to allow the broader use of colour, shape, scale, texture, type, to become visible.

Using reflective thinking students will begin to identify and explain how they use components of visual language to attract attention and maintain interest.

Materials

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Exploring figures with coloured papers. Monique Pretto, 2008.

Media, elements of design

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A wonderful use of media and materials, based on original photos taken by the student. Monique Pretto, 2008.

Elements and principles

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Concept 1. Amy Nguyen, 2018.

Elements and principles

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Concept 2. Amy Nguyen, 2018.

Gaining attention, maintaining engagement

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Beginning to explore ways to gain and maintain interest of audiences. Tiea Sacco, 2019.

Design thinking

In order to evaluate the effectiveness of manually developed concepts students will use a PMI (Plus Minus Interesting) routine. Jump back over to my page on Critical Design Thinking to find out how to set one up.

Tasks for this stage

Click the link at left to jump over to my Design Process Part 2 page to find out how to Develop concepts.

tasks 4

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Develop concepts manual techniques
Each of the following tasks done for presentation 1 will be repeated for presentation 2.
4.1 Develop using manual methods and media

Do Tasks 1.1 and 1.2 in the page linked above.

4.2 Develop elements and principles of design

Do Tasks 1.3 and 1.4 in the page lined above.

4.3 techniques for attracting and maintaining interest

Create a separate page titled 'Gaining attention, Maintaining interest'. Draw a range of designs using (elements and principles of design) colour, shape, line, texture, type, scale, balance, figure-ground, position, etc. to engage audiences.

Annotate your process clearly.

4.3 critical and reflective thinking to describe journey

Use the prompts in the Design Thinking section on the page linked above to annotate your work. Follow the suggestions for Development of Concepts.

Digital methods

Develop concepts with digital methods, media and exploring elements and principles of design

Students use digital methods to develop their design ideas.

For two-dimensional presentation formats digital development may include vector or raster based media, made solely on computer or composite methods using processes involving scans or photos of manual designs placed into digital media for editing and layout/ composition.

For three-dimensional designs digital development may include using CAD software, designing in virtual space prior to printing or construction of models.

Conventions for design field

During the Development phase students must turn their attention towards the use of typographic, layout and/ or technical drawing conventions appropriate to their chosen fields of design.

Whilst a maturation of the use of conventions will take place during the refinement and resolution stages, students are expected to work with space and form in manners that reflect the expectations for purposes and in contexts required by audiences. This includes appropriate typographical and layout techniques and technical drawing conventions regarding line types, thicknesses, positioning, dimensions and symbols for 3rd Angle Orthogonal drawings and plans and elevations.

Design thinking

To conclude the development of concepts phase students make a POOCH (Problems, Options, Outcomes, Choice) analysis of a selection of ideas.

Students consider the pros and cons of their designs referring to functional and aesthetic factors that contribute to the design's effectiveness.

Annotations

Students use Reflective Design Thinking to describe their past and future decision making. What motivated them in their process and what motivates them for future change

Manual and digital

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Navishka Fernando, 2016.

Manual and digital

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Tiea Sacco, 2019.

Conventions

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Navishka Fernando, 2016.

Tasks for this stage

Click the link at left to jump over to my Design Process Part 2 page to find out how to Develop concepts.

tasks 5

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Develop concepts digital techniques
Each of the following tasks done for presentation 1 will be repeated for presentation 2.
5.1 Develop using digital methods and media

5.1.1 Develop your ideas freely in 2 to 4 pages for each communication need.

5.1.2 Choose and use 2 of the tasks at Tasks 2 on the Design Process Part 2 page linked above to develop your ideas further.

These ideas can also be found in my Creative Thinking page.

5.2 techniques for attracting and maintaining interest

Concentrate on emphasing ways to attract audience attention using the elements and principles of design.

Annotate your work clearly describing how you are gaining attention and maintaining your audience's interest.

5.3 Use and apply conventions appropriate to design field

At this stage you should be employing typographic, layout and/or technical drawing conventions appropriate to your chosen design field and presentation format.

Use Critical Thinking to evaluate your use of the conventions. Describe your process.

Develop your use of the conventions in separate versions of your work.

5.4 POOCH analysis to select preferred concepts

Make a POOCH analysis of the concepts you have developed at the conclusion of this stage.

Clearly identify the concept you wish to take forward for refinement/ resolution and use for the creation of you mock-ups to present for feedback.

POOCH is in Critical Design Thinking. The link to this page is at the bottom of the Design Process Part 2 page.

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Refinement

of concepts

methods for refining conceptual designs

presentation formats in communicating different design intentions for different communication needs

mock-ups as a method of testing the suitability of concepts

(VCAA VCE VCD Study Design 2018-22 Key Knowledge for this Outcome)

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For 2020

Please note: I have retained the existing pre-2020 key knowledge points on this page. However, for 2020 some of them have changed. These changes will be reflected in the tasks set below. 

The purpose of refinement is to take one, chosen design concept, for each communication need, and resolve it ready for inclusion to your presentation format in Unit 4 Outcome 2.

The word 'refinement' has been removed for 2020. However, it has been replaces with 'resolution', which means a similar thing.

For that reason I have decided to retain all of the existing Key Knowledge and change the tasks to reflect the work required in 2020.

Design thinking

Students document their preferred concept for each of their communication needs. This may be apparent as a result of the POOCH analysis coducted at the conclusion of development but care needs to be taken to make the selection explicit. Identifying selections can by done by making a copy of the preferred option and labeling it.

Refinement/ resolution

Students use the conventions of their chosen design fields and of the presentation formats to refine and resolve their work.

For detailed examples showing how work has been refined, jump across to my Design Process Part 2 page.

Refinement is still creative

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A nice page showing how this student went about refining and resolving ideas for the positioning of components on a T-Shirt mock-up. Catriona Thompson, 2016.

Refine using elements and principles

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A well organised paged recording the ways components were rearranged according to the use of the elements and principles of design. Amy Nguyen, 2018.

Tasks for this stage

Click the link at left to jump over to my Design Process Part 2 page to find out how to Refine concepts.

tasks 6

The small cards refer to skills not required 2020

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Resolve concepts for evaluation
Each of the following tasks done for presentation 1 will be repeated for presentation 2.
6.1 critical and reflective thinking

Ensure you document the selection of preferred concepts in the POOCH analysis you did in the previous step.

6.2 Two priorities for Refinement/ Resolution

Working with your chosen method and media, combine components and resolve your preferred concepts in two or three-dimensional works.

6.2.2 Conventions appropriate to design field

Refine and resolve your use of conventions appropriate to your chosen design field.

For technical drawing this will involve creating fully dimensioned, annotated and titled 3rd Angle Orthogonal or Plans and Elevations.

For communication design refine your use of typographic and layout conventions resolving the use of design principles.

6.2.1 Techniques for attracting and maintaining interest

Consistently evaluate your work in respect of the way it meets the preferences of your target audience, its purpose and for the context in which it will be placed.

Are there any ways to improve the way it will attract and maintain attention considering those factors?

Create mock-ups

The final component of the phase of the design process is to generate a visual presentation that can be tested for its functional and aesthetic effectiveness in relation to the requirements of the brief.

The results of the test will provide data and evidence upon which improvements can be made for the final resolution of presentations.

The visual presentations students will make are called mock-up. That is, they will make a basic, perhaps still slightly unrefined version of the components that will be used in their final presentation formats.

In mock-up form students may present each component individually for testing. The next stage of the Design Process is for designing and constructing unified presentations, for example, the completed brand identity package in a 'flat lay'.

Presentation formats

Students creating mock-ups of presentations or components of presentations are mindful of how these components will be used in presentation formats and how presentation formats work within specific contexts.

For example, size and hierarchy for two dimensional presentations are important functional considerations. As are balance, form and void for three-dimensional presentations.

Relative size

Whilst mock-ups may be created at reduced sizes, students should produce part of two-dimensional presentations at 100% size if possible. For example, when producing a mock-up of an A1 poster students may choose to print at A3. In addition to this reduced size print, students should also print important parts of the poster at 100% in order to test the poster in its context properly.

When producing three-dimensional mock-ups students may choose to make or 3-d print sections of their designs at different scales.

Mock-up tote bag

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A great selection of refinement leading to one mock-up for a tote bag design. Amy Nguyen, 2018.

Mock-up information pack

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The information pack packaging net prior to cutting and assembling as a mock up. Amy Nguyen, 2018.

Mock-up 3rd angle orthogonal

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A Mock-up of a 3rd Angle Orthogonal drawing showing dimensions and labels. Navishka Fernando, 2016.

Tasks for this stage

Click the link at left to jump over to my Design Process Part 2 page to find out how to Refine concepts.

tasks 7

The small cards refer to skills not required 2020

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Resolve concepts for evaluation
Each of the following tasks done for presentation 1 will be repeated for presentation 2.
7.1 Create mock-ups

Using conventions appropriate for your chosen design field, create mock-ups of each of your proposed presentation formats for display, testing and evaluation.

See notes above in 'Presentation Formats' for details about size and format.

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The pitch

purposes and relevant components of a pitch

methods of delivering a pitch to present and explain resolutions to a brief

the extent to which final presentations meet the requirements of the brief

(VCAA VCE VCD Study Design 2018-22 Key Knowledge for this Outcome)

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No pitch for 2020 but...

The preparation and presentation of a live, oral pitch has been removed for 2020 due to time restrictions as an impact of COVID 19.

However, as many of the key knowledge remain, students are still required to test their ideas to produce data that can be used to improve components of presentation formats presented in their mock-ups, prior to designing and constructing final resolved presentation formats.

Whilst an oral pitch is not required this year, students will meet a deadline and display their work in a group forum and gain feedback from peers.

The following descriptions and tasks will apply only for 2020

A Pitch is a professional process that designers use to present design proposals to a client. Traditionally, a pitch is made much earlier in a Design Process, so that a client can accept or refuse a proposal way before designers have invested time in developing and refining work that may not be well received. However, for a student process, were they may be a little less sure of themselves or their ideas, it is preferable to allow them to present well formed concepts.

The pitch is a short oral presentation made with the support of visual materials. It is usually made live to a class and is assessed as one 10 mark component of the SAT.

Prepare for testing

Mock-ups for each presentation need need to be printed or made. By and large this will be simply printing copies of refined work or completing models.

Students must refer to the points above relating to scale and position in order to test concepts in situations that resemble real contexts. Large format presentation formats like billboards can be mocked up in photographs of real contexts.

Students must also be aware that the use of websites that provide automated templating of flat-lays or apply logos to products automatically are not permitted in VCE VCD. 

Most professional design presentations to clients these days are done on screen from PDF files. Students may choose to display their mock-ups in this way as long as the images accurately depict the actual presentations and give a clear representation of the functional and aesthetic characteristics of the actual presentation. For example, it is not appropriate to test a presentation that is intended to be a three-dimensional model by showing a CAD file of the form.

Test and evaluate suitability

Students display or present digital views of their work for their peers. A lesson or series of lessons will be allowed for this purpose.

Evaluate quality of concepts

Students' teachers will create a pro-forma for peer evaluation according to the requirements in student's briefs.

Alternatively, thinking routines such as '6 Thinking Hats (TM)' or '2 Stars and a Wish' may be used to support accumulation of data students will then be able to use to inform future directions.

Giving of opinions will take place within designated lessons.

Use design thinking to inform future directions

Following the display of mock-ups and receiving feedback from peers and/ or members of target audiences, students will process the data and evidence gained.

They should record this in a simple chart beside images of each presentation.

Students then process their data using reflective thinking and write a summary of the changes that should be made in order for their design proposals to more fully meet the requirements and constraints of their brief.

Proposed changes signposted here should be documented clearly and explicitly to demonstrate the use of relevant Design Thinking.

Mock-up communication need 1

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Tiea Sacco, 2019.

Mock-up communication need 1

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Tiea Sacco, 2019.

Mock-up communication need 1

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Sample pro-forma for peer feedback and reflective thinking.

Tasks for this stage

Click the link at left to jump over to my Design Process page to find out how to generate ideas.

tasks 7

The small cards refer to skills not required 2020

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Test mock-ups
Only for 2020
7.1 Prepare mock-ups for testing

Compose and print or assemble mock-ups of each possible presentation format for each communication need.

You may choose to show visual communications in simulated contexts through photographing mock-ups or assembling them in Photoshop.

7.2 Plan for data collection

Create an appropriate way to survey your class and collect data about your designs. Your teacher may design a form or you may be asked to create your own,. .

7.3 Present for testing

Display your designs in prominent places for peer evaluation.

7.4 process data

Collect surveys containing peer feedback data from your class-mates. Read the carefully and synthesise and summarise their perspectives.

7.5 use design thinking to determine future changes

Use Reflective thinking to synthesise the requirements of the brief, your peers' comments and your personal reflection on the effectiveness of your design concepts presented in your mock-ups.

Create a new page titled 'Reflective thinking - directions for final presentations'. 

Annotate smaller versions of your mock-ups to describe changes you intend to make to each presentation. Don't forget to give reasons based on the requirements of the brief.

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Evaluation and deeper learning

In this section we will think about the learning we have done. We will review the main topics and evaluate our learning. Follow the steps in the tasks shown here to prepare your folio for presentation and grading.
Putting it together

Find where you wrote up what you thought the success criteria might be. Check that you have done something for all of the steps you wrote down.

Print final and organise your written answers and visual diary for submission.

Check the assessment criteria below to see if you have prepared your work for each criteria. If not, take the time to complete it.

Hand up your work on the due date as instructed.

tasks

Evaluation and deeper learning
Evaluate your folio for accuracy and completion.
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Assessment criteria

The current (2020) assessment criteria for this outcome within the SAT is shown below.

Please note:

To achieve good marks in criteria based assessment you must remember to include some work for each part of the task required. Spread your time evenly across the task.

Unit 4 Outcome 1

1. Use of a range of methods, materials and media to develop distinctly different design concepts for two communication needs.

Evidence

DEVELOPMENT OF CONCEPTS

  • Use of material, media, manual and digital methods and conventions to develop and refine concepts and solutions throughout the design process.
  • Choices are demonstrated and documented with annotations throughout the development and refinement stages of design concepts appropriate to the communication needs.
  • Choices are demonstrated in the experimentation and application of materials, methods and media with documentation in annotations to develop and refine possible design concepts appropriate to the communication needs.
  • Use of two- and three-dimensional manual and digital drawing, applications and conventions.
  • Demonstrates technical expertise in the application of materials, media, methods and the use of conventions relevant to the selected design field during the development and refinement of concepts.
  • Students should be assessed on their technical skill and use of the materials, methods and media available to them
9–10 (very high)

Materials, media, manual and digital methods and conventions are used to develop and refine concepts and solutions throughout the design process by expanding upon and experimenting with ideas relevant to the communication needs.

Annotations analyse and evaluate the choices using materials, methods and media throughout the design process and synthesise the ideas relevant to the communication needs.

From: VCE Visual Communication Design: Administrative information for School-based Assessment in 2020. Copyright VCAA, 2020.

Unit 4 Outcome 1

5. Use of a range of design elements and design principles to develop and refine design concepts relevant to the brief.

Evidence

DEVELOPMENT OF CONCEPTS

  • Application of design elements and principles to develop and refine a range of design concepts.
  • Application of design elements and principles in mock-ups for preferred design options.
  • Use of design elements and principles to develop and refine ideas for the visual communication of information and concepts in two final presentations with relevance to the design brief and the target audience.
  • Decisions about final presentations are documented in annotations.
9–10 (very high)

Design elements and principles are used to develop and refine concepts and mock-ups throughout the design process by expanding upon and experimenting with ideas relevant to the communication needs.

Annotations analyse and evaluate the choices using design elements and principles throughout the design process and synthesise the ideas relevant to the communication needs.

From: VCE Visual Communication Design: Administrative information for School-based Assessment in 2020. Copyright VCAA, 2020.

Unit 4 Outcome 1

6. Application of relevant stages of the design process and design thinking to develop and refine a range of annotated design concepts relevant to the brief.

Evidence

DEVELOPMENT OF CONCEPTS

  • Two distinctly different design processes are used to develop and refine concepts for the final presentations.
  • Application of creative, critical and reflective thinking relevant to the brief in the two design processes.
  • Use of terminology and annotations throughout the development and resolution and refinement stages of the design processes.
  • Legal and ethical obligations are used to acknowledge the work of others.
9–10 (very high)

Understanding of the stages of two design processes that are directed towards two different communication needs.

Creative, critical and reflective thinking is applied at relevant stages of the design process which contributes to the development and refinement of concepts for the final presentations.

Annotations analyse and evaluate the choices throughout the design process and synthesise the ideas relevant to the communication needs.

From: VCE Visual Communication Design: Administrative information for School-based Assessment in 2020. Copyright VCAA, 2020.

Unit 4 Outcome 1

6. Devise and deliver a pitch to test concepts and their suitability and Evaluate refined concepts relevant to the brief and respond to feedback received.

Evidence

REFINEMENT – RESOLUTION OF PRESENTATIONS

  • Devise and deliver an oral pitch using Presentation of visual and written material that reflects and evaluates on a design concept for two final presentations relevant to the brief.
  • Presentation of TWO developmental mock-ups that tests the suitability of concepts for each communication need relevant to the brief.
  • Decisions are articulated using terminology in oral, written and visual material in the pitch.
    Design concepts are resolved as a result of evaluation in response to feedback from the pitch in the design folio.

If the student does not have access to materials and equipment the presentation of concepts and the use of materials, methods and media can be documented in writing to determine further resolution to be undertaken.

9–10 (very high)

An oral pitch is devised and delivered with Selected mock-ups using written and visual material that reflects
on a selected design concept for each communication need relevant to the brief are evaluated and further resolution refinement of them is proposed.

Resolution of design concepts that considers, expands upon and synthesises feedback for two final presentations.

From: VCE Visual Communication Design: Administrative information for School-based Assessment in 2020. Copyright VCAA, 2020.