Assessment 1: Program Evaluation

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Assessment 1: Program Evaluation

Contemporary Teacher Leadership – 102098

Luke Ranieri 17698506

This document presents a report that has been prepared for the Technological & Applied Studies (TAS)
faculty of Colo High School and contains the evaluate and reconstruction of one Stage 6 Design &
Technology unit titled ‘Design Proposal & Management’, based on current educational research and
literature. This report contains recommendations that target critical and creative thinking, ICT capabilities,
literacy and numeracy. The improvements and adjustments of the unit design are aimed to align with the
Understanding by Design (UbD) framework Furthermore, this report will demonstrate the principles of
effective and contemporary teacher leadership within a TAS faculty.

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 Assessment 1: Program Evaluation
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Table of Contents:

Executive Summery............................................................................................................................ 3

Objective ........................................................................................................................................... 3

Context .................................................................................................................................................. 3

Goals....................................................................................................................................................... 3

Recommendations............................................................................................................................... 4

Background Information .................................................................................................................... 5

Comparative Table ............................................................................................................................. 6

Recommendations ............................................................................................................................... 11

Reconstructed Unit Outline .............................................................................................................. 13

Scope and Sequence .................................................................................................... 13

Concept Map ............................................................................................................ 14

Assessment Task and Marking Criteria ............................................................................ 15

Redesigned Unit Outline............................................................................................ 15

References .................................................................................................................................... 21

Appendices of Original Documents ............................................................................................ 23

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Executive Summary

Objective

The objective of this report is to evaluate a TAS stage 6 unit of work, provided by COLO High

School, located in the Hawkesbury region of Western Sydney. The report consists of a critical

evaluation of the unit of work, producing adjustments and recommendations to achieve

meaningfulness and significance for student outcomes of learning in critical and creative thinking, ICT

capabilities, time management, literacy and numeracy. The improvements and adjustments of the unit

design are aimed to align with the Understanding by Design (UbD) framework and will be created with

considerations from modern research and peer-reviewed literature.

Context

The unit of work was focused on ‘Design Proposal & Management’ portion of the Stage 6

Industrial Technology major project, taught during term 4 of school in 2018. This unit was taught in the

year 12 Design & Technology classroom, which consisted of students enrolled in the other TAS units;

Industrial Technology Wood and Industrial Technology Metal. The current unit of work inadequately

supports and challenges these students with talented and gifted abilities, as many of these students

are also enrolled in other units of the STEM (Science, Technologies, Engineering and Mathematics)

disciplines.

Goals

The goals of this report are to make recommendations to achieve the following outcomes:

- Implement UbD framework throughout for students to build life skills and prepare for their

assessment task.

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- Promote critical and creative thinking in students.

- Provide more opportunities for students to engage in student-led inquiry and ICT activities.

- Higher student engagement in taking an active role in their learning.

- Increase student literacy and numeracy engagement.

- Students to think and imagine beyond the school curriculum and environment.

Recommendations

This report recommends:

- Providing deep literacy and numeracy learning experiences using literacy and numeracy

approaches, such as metalanguage, concept mapping, and the interpretation numerical data

through graphic organizers.

- Enhancing student learning using ICT technology and activities.

- Providing students with opportunities to explore, solve problems, communicate, think

critically and engage collaboratively with others.

- Modifying the assessment task marking to reveal the capabilities expected of the task,

relevance to weekly learning and demonstrating the importance of the assessment aspects.

- Providing students with an overview of their major project for a core holistic learning

approach; addition of a more detailed scope and sequence assessment schedule, concept

mapping and modification of assessment task.

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Background Information

Colo High School is a government-funded co-educational secondary school, located on Bells

Line of Road in North Richmond, on the north-western outskirts of Sydney, New South Wales,

Australia. This school has an enrolled student count of 913, with 61 teaching staff. The school has put

into practice STEM education for higher achieving students and is an avid supporter of working with

the local community for future success and posterity. The school is also forward thinking, with putting

in place a school app for smart devices, allowing access for students, parents and teachers to know

what is occurring at the school presently and in the future, while allowing for school supplies

purchasing as well. The school’s professional, university-educated teachers maintain the highest

integrity and concern for student wellbeing and inspire students to develop a love of learning and a

desire to succeed.

Figure 1. Screen capture of the MySchool.edu.au profile on Colo High School.

Retrived from: https://www.myschool.edu.au/school/41837
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Area of Strengths of the Concerns of the area of Suggested Changes to Research support for the
consideration area of consideration counteract concerns changes suggested.
consideration
An outcome did Not providing any criteria Implement criteria to assess Proper assessment
identify the use of for assessing literacy skills students’ assessments on procedure in the classroom
Literacy communication and within assessments. the basis of high literacy plays a vital role in ensuring
information skills skills represented. the fact that learners are
using literacy. meeting instructional goals
(Mellati, & Khademi, 2018).
Literacy is defined as “the
ability to read and write” on
“knowledge that relates to a
specified subject” (Roohr,
Graf, & Liu, 2014).
As is the nature of While literacy is Show and provide examples, Carrying out activities with
design, research is mentioned, more emphasis use regularly in speech, and discussion between parties
important, and the is required to build on the demonstrate proper use. encourages the spoken
literacy support student’s understanding of This will enable students to response skills of students to
findings throughout design metalanguage, have a better understanding be improved on and for
the unit, bringing terminology and design of research, and design them to be able to
depth and research. words and terminology. understand the text that
understanding in they are learning
context. (Alvermann, 2002).

Due to the nature Students are to work out Show and provide examples Decomposition is a
of Design & time management and of time management technique used for dividing
Numeracy Technology, costing of project, however techniques, and costing and subdividing the project
numeracy is it is not correct to assume calculations with projects, scope and project
present in the that students have been such as project deliverables into
subject, but is not a educated in performing decomposition. Provide
core element . templates and methods as a
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such tasks. These are
critical aspects to design.
Design requires for There are a limitless
standardisation of amount of areas students
drawings, 3D can go into for their major
models, parts & project, however, students
fittings. must be come accustom to
the standardisation in
representing their works as
engineer drawings, 3D
models, and for tolerances.
Even folio layout and size is
a standard in the major
project.
Students are given The folios have limits in
Critical and as a major project place; Page extent should
Creative to research, design be no more than 80 written
Thinking and develop a A4 pages OR 40 written A3
product, system or pages printed on ONE side
environment, and only, while media-based or
present a folio. multi-media parts
cannot exceed six minutes
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guide to aid in developing
student time management
and costing skills.
Demonstrate the basic
standards for engineering
drawings, 3D modelling and
tolerances. Provide a guide
or a link; if they are getting
part of their project made
by 3rd party, delays are likely
if standards are not used.
Showing and providing an
example of what is
expected, and the
requirements for the major
project folio.
A work around is using non
paper based elements in
presenting the project.
Students have the
opportunity to demonstrate
the design process they
have taken by not only
offering their final model,
smaller, more manageable
parts (Project Management
Institute Inc., 2013, p.151).
Engineering and technology
students must not only
possess an understanding of
engineering standards and
applicable government
codes, but also learn to
apply them in designing,
developing, testing and
servicing products,
processes and systems (Khan
& Karim, 2016).
Page extent should be no
more than 80 written A4
pages OR 40 written A3
pages printed on ONE side
only, while media-based or
multi-media
attachments cannot exceed
six minutes viewing time in
total (NESA, 2019).
Not paper-based project
presentation elements are
not included in the page
limit (NESA, 2019).
If the project is entirely on
paper, it still consists of two
parts:
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viewing time in total (NESA,
2019). This restricts the
creativity to a lower degree
in presenting the project
but is done to help keep
the process of HSC marking
to a reduced time, and for
even and fair marking.
The major project People, and students tend
requires students to misunderstand design
to research, design for inventing, however, it is
and develop a also about innovating; take
product, system or this as inventing, however,
environment. students lean towards
inventing something, and
this can be overwhelming,
and cause time
management and costing
issues.
The assessment Students must learn, with
Ethical task offers the design, they must develop
Understanding opportunity for an awareness of the effect
students to develop that their values and
a personalised behaviour have on others,
project; one of and on their project. With
their choice, and design, sensitivity for
influence. ethical concerns must be
taken, such as human
rights and responsibilities,
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but prototypes and model
illustrations as a visual
guide. If students are not
considering a video, suggest
it, as a video can
demonstrate a product, or
can be used to demonstrate
the design process, instead
of pages of images.
Clarify to students that
design is about inventing
and innovation; the first is
designing a product never
before done, where as
innovation is the
improvement of an existing
product. The two can be
achieved in the project, but
students should aim at
innovation due to time
restrictions.
Make it aware to students
that their projects are not
just a school assessments,
they can be on show to the
public if NESA finds them to
be of high value and quality,
and that their project
represent them, the school,
and the student’s ethical
concerns. The work done in
a folio, which must meet the
folio parameters, and
a product, which can be
presented in a folder or as a
assortment of drawings for
exhibition; no size restriction
on the product itself (NESA,
2019).
People frequently use the
words “invention” and
“innovation”
interchangeably. This is not
only incorrect but misses a
few key subtleties in
meaning that can change a
conversation. Invention is
about creating something
new, while innovation
introduces the concept of
“use” of an idea or method
(Walker, 2019).
Ethical understanding
comprises of students
building a robust personal
and socially orientated
ethical outlook that helps
them to handle context,
conflict and uncertainty, and
to acquire an awareness of
the influence that their
values and behaviour have
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animal rights,
environmental
issues/sustainability and
global justice. This is
important, as students’
projects have in the past,
been on display to the
public in museums and
conferences.
The project Within the project schedule
involves the and assessment, there is no
creative and statement or mentioning of
diverse process of design ethics; an important
design and aspect of design and is the
development to guideline and rules for
achieve project appropriate design
success. development.
Fundamental There are missing sections, These areas concerning
components are and important steps to
Understanding revealed in order design that are not sated
by Design for students to for educating students,
achieve completion including ethical issues with lessons or tasks to deliver
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the subject is important, and on others (Australian
has the capability to change Curriculum, 2019a).
the world, if the ethical
understanding is achieved,
and must be achieved by
curriculum standards.
Students should be made
aware by examples and
tasks for them to research
ethical design. As examples;
privacy and sustainability
are ethical concerns with
design, and students should
be made aware of the
ethical concerns if they are
involving cameras and
phone apps, or non-
environmentally friendly
materials in their project.
The same ethical concern is
present when designing
something to break or fail;
sacrificial product design or
design obsolesces.
design are critical in
understanding design, and
the unit should incorporate
If a design does not support
human rights, it is unethical,
and if it supports human
rights, but does not respect
human endeavour by not
being functional, convenient
and reliable, that too is
unethical (Falbe, 2018).
The need to educate and
train students and people
who design to engage in
more inherent and
thoughtful ethical design is
present and ever growing in
modern technological
society (Lee, Boger,
Mulvenna & Bond, 2018).
“It’s not good design if it’s
bad for the planet is the
mantra of the sustainable-
design movement, which
encourages designers to
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of the final major design, sustainability, and these though provoking consider the impact their
project. process. issue to students, using creations will have on the
them in the project will environment and people”
show a deeper (Wujec & O’Connor, 2011).
understanding of the design
process.
Key project Lack of reflective practices Incorporate reflective Self-assessment and
elements are and informal assessment exercises, like questioning, reflection can enrich
specified in order are present but are and informal tasks to verify authentic assessments, as
for students to required to ensure what students know and students determine how to
develop their skills students have a deep and understand, and what is handle with real challenges
and knowledge, meaningful understanding missing, and adapt lessons if and problems (Martin-Kniep,
leading them to of the major project needed in order to prepare 2000).
their final major assessment. students for completing Questions that are well-
project completion. their major project thought and designed and
assessment. are supported by a
grounded classroom
atmosphere offers students
to reveal their insights,
understandings, and
applications of their
learnings and their habits of
thinking and understanding
(Costa & Kallick, 2008).

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Recommendations

The Design & Technology syllabus has remained unrevised for a period; however, the field of

industrial design has developed incredibly fast and substantially in the last five years. Advances in

additive manufacturing in recent years, also known as 3D printing, has seen the spreading adoption

and use of plastics, metal, wood, ceramics, composites, glass and even biological materials in adaptive

manufacturing, helping to revolutionize the way that global industries and designers conceptualize and

design products (Larson, 2016; Zhu, 2018). With such changes being made, the Design & Technology

syllabus has not seen the same development, and has not been update since 2013, a year before 3D

printing become mainstream. Colo High School is fortunate enough to have several advanced modern

machines, including 3D printers and does put them to use for the best part of the school year.

The TAS (Technological and Applied Studies) faculty acknowledged the need for an update to

the syllabus to be made, but do not show this in the layout of their Stage 6 major design project

program, which has been unchanged since 2014. Minor adjustments have been made to the scope and

sequence, and the structure of the individual units, but the content has remained the same for the

most part. Though, this has more to do with the poor effort by ACARA (Australian Curriculum,

Assessment and Reporting Authority) and NESA (New South Wales Education Standards Authority) in

updating outdated curriculums. The Australian Curriculum Coalition (ACC) has expressed its fears to

ACARA and education ministers, declaring that governments are on the brink of continuing to support

an outdated curriculum that will continue to deliver a system unable to provide Australian students

and teachers with knowledge and skills to meet the demands of the 21st century (Packer, 2011). This

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has led to a point where there is an endless array of possibilities to update and modify the unit of work

to the current technological knowledge and skill level of the 21st century.

A scope and sequence were provided, allowing for an understanding of what was being

demonstrated and educated, however, due to the style of which the faculty had laid out their program

‘Project Proposal & Management’, minimal notification of informal assessment was shown, with

highlighting of only the due dates of major three assessment tasks across a year period. Additionally,

the unit lacked clarity and structure to what was done during the weeks of the terms of school and did

not offer a concept map of the unit or major project. The lack of certain documents provided minor

guidance for how the TAS faculty structured the unit for developing students’ knowledge and skills,

while achieving academic outcomes and threshold concepts. Threshold Concepts can be thought of

both a ‘product’, where it is something developed in the mind of the learner, and as a ‘process’, as a

transformative journey with distinct stages, to allow students to engage in content within lessons

(Rooney, 2013; Walker, 2013).

Fortunately, the year’s formative assessment tasks are spread out to be one per term, and are

sequenced to be due at term endings, allowing for students and teachers to assess and refine what

they have learnt before continuing to the next unit of work or assessment. This is dependent also on

lesson structure heading towards the period when the assessments are due. This is where the

Understanding by Design (UbD) framework is beneficial, as recommendations and adjustments are

made to the unit of work to allow the teacher the opportunity to describe the skills and knowledge

that are necessary for the successful completion of the assessment task. The UbD framework is a

three-stage process; first stage asks for clear identification of the goals, the second stage asks for an

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assessment that is designed to assess these goals and the third stage is to ascertain what is required in

terms of learning activities (McTighe & Wiggins, 2012; Wiggins & McTighe, 2011). With the design

major project being vastly open-ended, implementing the UbD framework into the unit of work will

allow students to achieve more confidence in their learning, and extend their understanding and skills

beyond the classroom environment, and could be applied to other aspects of life and skills (Wiggins &

McTighe, 2005).

UbD framework has a focus on the backward mapping from and assessment task to sequences

activities and tasks of the unit of work (Wiggins & McTighe, 2005, 2011). This agenda guarantees the

development of relevant skills for students to get ready for the assessment task, where achievement of

academic outcomes is accomplished. Throughout the unit, the use of informal assessment tasks was

used to ensure students were guided in the right way and acquiring the required knowledge and skill

for assessment completion. This allows the teacher to be informed on the quality of their lessons,

checking to see if students were gaining the knowledge and using it, thus allowing for future lesson

scaffolding (Eilam, 2017; Ruiz‐Primo & Furtak, 2007). Nevertheless, as this is a single program

evaluation and adjustment, the over-arching assessment for the year is the completion of the major

project, alongside this unit of work’s assessment and two others throughout the year. Therefore, there

is an issue with sequencing and overall effectiveness through adjusting just the one program and

assessment in a line of outdated ones requiring the same adjustments and recommendations.

Throughout the unit of work, literacy and numeracy has also been incorporated, as this is a

requirement for all subjects, as teachers are required to focus all students’ general abilities and skills to

incorporate skills of literacy and numeracy (ACARA, 2019; Australian Curriculum, 2019b). The subject

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area of Design and Technology does allow for a wide range of uses for literacy, which is mainly

represented in the research and presentation phases of the design process, although limiting in terms

of numeracy. Since the main numeracy skills that can be developed in this unit are standardizations of

measurements (millimeters, inches etc.), tolerances (between moving and static parts) and engineering

drawings (dimensioning of parts), tasks and activities were added for students to learn and understand

this knowledge, allowing them to achieve the possibility for a standardized design capable of being

mass manufactured or implemented. Other possible opportunities for numeracy skill development

include electrical work with wiring, electrical components and diagrams, as this requires extensive

mathematics to calculate amperes, watts and voltages across electrical circuit, for proper operation.

The activities chosen within the units of work have been set out in such a way that students can

transfer what they know and understand in order to become life-long learners (ACARA, 2019).

A means to teaching these concepts is using multimodal representation, involving correlating

information and knowledge from multiple sources, adding to each other’s offerings (Ghosh, 2015,

Ngiam et al., 2011). Many students do learn and retain information in different ways and providing

them with an assortment of ways to represent the teaching content required to be learnt, may

guarantee retaining of knowledge and learning, which turns into deeper understanding (Elia, Gagatsis

& Demetriou, 2007). This leads into creative and critical thinking, where it is important for students to

push their thinking and knowledge beyond the textbook and classroom, making connections between

threshold concepts, content and skills. To aid in this and the design process, students are given a task

for them to compare the design of a product from the past to the present-day representation, and how

it affected the change; innovation is key. The works in conjunction with questioning technique present

in the UbD framework.

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The use of ICT (Information and Communications Technologies) in the classroom aids in this process,

allowing students to research and develop knowledge fast this day and age, then in the past. This era

of instant connectedness allows for an ICT enhanced classroom to take the learning experience beyond

the school climate and allow enhanced learning outcomes to be achieved. An ICT enhance classroom

aids students in developing working knowledge about ideas and concepts on how to use and

implement technology (Adegbenro & Gumbo, 2017). ICT is essential in teaching student’s digital

literacy, an important skill related to acquiring current and reliable material and data from trustworthy

sources in order to produce necessary skills, and knowledgeable decisions and conclusions, in today’s

information era. The use of CAD (Computer Aided Design) is also a deeply engaging and though

provoking way to present course content, as it allows students to have a visual contextualization of a

concept in 3D simulated space, that may be not possible to see in real person at the school, such as

scale and size of environment design, vehicles etc. (Gracia-Ibáñez & Vergara, 2016). Furthermore, by

examining project and task aspects with the use of simulations, critical discussions can be helpful in

questioning the models presented and their design intent, with students developing connections to

their deeper knowledge and skills (Coll, France & Taylor, 2005).

In conclusion, this report is an evaluation of the unit of work ‘Project Proposal & Management’

and provided pedagogical approaches and strategies that are evidence based to increase student

learning and engagement for Year 12 Design & Technology students completing their major design

project. The utilization of the UbD framework for backwards mapping is a useful tool in expanding

student and teacher understanding of the intended learning, knowledge and skills. As the subject in

Year 12 is quite student autonomous, all these steps and improvements made to the unit of work help

guide the students with supportive skills and knowledge to achieve a high-quality major design project

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in the end. At the end of this unit of work, the teacher implementing this should review and reflect on

the unit and identify any areas for improvement.

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Reconstructed Unit

Scope & Sequence:

(Changes made: i.e.)

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Concept Map

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Assessment Task & Marking Criteria

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Redesigned Unit Outline

Colour Coding Legend: Literacy

Numeracy
Critical and Creative Thinking
Understanding by Design
Removal of original point

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Elia, Gagatsis, & Demetriou. (2007). The effects of different modes of representation on the solution of

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