Running Head: ASSESSMENT AND LEARNING: FORMATIVE AND SUMMATIVE 1

Assessment and Learning: differences and

relationships between formative and summative
assessment
Luke Ranieri

17698506
Running Head: ASSESSMENT AND LEARNING: FORMATIVE AND SUMMATIVE 2

Introduction

Within the article ‘Assessment and Learning: differences and relationships between

formative and summative assessment’ (1997) by Wynne Harlen and Mary James, the

differences and relationships between formative and summative assessments are shown to

impact the assessment and learning int the educational environment. Harlen and James (2006)

constructed their article by stating that formative and summative assessments and their

purpose have developed an issue of misperception in application and habit within schooling,

and that as a result, assessment does not satisfy the formative function in education. The

differences in requirements between formative and summative assessment were stated, with

each having a different purpose, audience and outcome. A brief critical analysis of the article

by Harlen & James and the recommendations identified within for recognising “in theory and

in practice the differences in function and characteristics between formative and summative

assessment” (p. 366) are applied to a NESA supplied Stage 6 Design process activity

(Appendix), showing the effectiveness of research suggestions and advice to enhance

pedagogical methodology in respect to Design and Technology.

Conceptualisation of Formative and Summative Assessment

The goal of any educational system is supporting and providing each student with

opportunities to develop and learn life’s offerings, and to help guide them in the right

direction in their future through education. This is achieved through assessment of learning

and understanding, with the use of formative and summative assessments to evaluate students

in respect to what they have learnt, what are they learning and what they are going to learn.

(Stanley & Alig, 2014). However, formative assessments evaluate these criteria more

efficiently and realistically as it is a continuous process where teachers and students connect

to oversee understanding and learning to advise future education (Wylie, et al., 2012). As

learning is mainly constructive rather than passive, formative assessment offers an

Running Head: ASSESSMENT AND LEARNING: FORMATIVE AND SUMMATIVE 3

instructional process in the classroom, delivering the information needed to regulate and

correct learning and teaching while they are occurring (Garrison, Chandler, & Ehringhaus,

2009).

The most common types of assessment are summative and are typically administered

at one time only in a schooling year or period; generally, at the end but can occur mid-year.

Whereas formative can be given at any time the teacher requires a measure on student

knowledge and learning. As suggested in its name, a summative assessment is the sum of the

learning and work that has been taught up to the present and determines how much the

student has learnt. The major issue with summative is that the teacher must guess how well

the student will perform up until the assessment, with no gauge on performance; the

reasoning behind the use of formative assessment (Stanley & Alig, 2014).

Relevance to Design and Technology

While formative and summative assessments are both applicable to all

teaching subjects, they can differ in many ways from subject to subject. With English there is

no ‘correct answer’, whether it is writing fictional or non-fictional piece, including poetry,

instead there is a possible assortment of high quality answers. In contrast, Mathematics leave

little room for personal interpretation, as it can be seen more as an interpretation of

algorithms utilised for a variety of problems, and science is very similar in the same regard.

Now the question is where does Design and Technology (DnT) lie in the space in the middle

of English and Mathematics, and the answer is that it encompasses aspects of both, with DnT

technological literacy, where the advancement in products, systems and environments are

affected by practical and intellectual assets (Black, 2008).

Design and Technology comprises of solving problems by creating numerous ideas

and resolutions, while meeting needs and adapting along the way as the design process

continues; there is not one solution, but many, and there will always be an innovative one.
Running Head: ASSESSMENT AND LEARNING: FORMATIVE AND SUMMATIVE 4

The process of adapting and developing a design is based on formative assessment, to inform

the designer of what is good, bad and what can be changed and left for a design to work, and

this process can happen many times along the way to a final design. Even once the final

design is complete, it does not take long for the process to start again and innovate that, and

therefore in the design process there is no real summative assessment, but a constant process

of formative assessment and innovation (Barlex, 2007).

DnT cannot be taught by rote, and that is the vital condition to develop imagination,

creativity and experienced decision making for a formative approach. This methodology

provides an opening for two-way feedback between teachers and students and is crucial for

the student to take responsibility and steer themselves in their own creative way.

Critical Summary

Harlen & James (1997) aimed to show how summative and formative assessment in

the United Kingdom has become confused and failed in practice. Harlen and James criticise

the assessment frameworks that were published and put into practice without discussion in

1988 by the United Kingdom Government, as the report defined the terms of summative and

formative, with the distinction between the two being of timing and purpose. The postulation

that these two are the same in any way is derivative of older education, and stems from the

interest in test scores, and not in student progression (Atkin, Black, Paul, Coffey, & Janet,

200; Lissitz, 2013). They go on to state that the assumption of the two types of assessments

were not different, and that they could be aggregated in a structured manner from the separate

results of the formative assessments, to build a comprehensive picture of a student. The two

assessments should not be joined as summative assessments ‘purpose is to grade, place and

account students’ knowledge, to demonstrate student apprehension through rote (Atkin,

Black, Paul, Coffey, & Janet, 2001).

Running Head: ASSESSMENT AND LEARNING: FORMATIVE AND SUMMATIVE 5

Harlen and James goes on to talk about deep and surface learning approaches, where

they state that the important aim of education is to bring about learning with understanding

and not focus on rote. Deep learning focuses on the understanding of knowledge and

applying that to real life, where as rote is the process of learning by repetition, such as

spelling and multiplication (Harlen & James, 1997; McMillan, 2014). Harlen and James

argue and agree with Marton, Hounsell, & Entwistle (1984) that between deep (real) learning

and surface learning, ‘strategic learning’ should be used as it is a combination of both, as if

everything were to be learned in depth, the time to learn would be minimal, and thus

effectiveness must meet efficiency.

The research article states that cognitive physiology supports the belief of creating

links through understanding, as the ‘making of sense’ part of the mind is formed on those

links. It is suggested by associating real life problems and scenarios to the teachings of the

class, these links are formed and isolated pieces of knowledge and information that haven’t

been applied before can create to links to current understandings (Cheng & Chang, 2014;

Stanley & Alig, 2014).

Within the article, Harlen and James states that attempting to articulate a path of

learning and development of knowledge, understanding or skill, no matter what the subject,

implies those phases of development and progression are ‘normal’. This is true in respect to

prediction of the students’ learning, as the possible reason for parents to be concerned about

their child’s achievements is where the child is compared to others of the same age or gender

(Lissitz, 2013). However, as the teaching profession is built upon the planning out for

attained knowledge and when students should achieve this, this makes the entire notion of

having a curriculum seem progressive and mapped out with no individualisation of students

in mind.
Running Head: ASSESSMENT AND LEARNING: FORMATIVE AND SUMMATIVE 6

A new approach is stated but not articulated well enough in the article to identify

significant changes that would help future pedagogy for assessments. Instead is more of a

guide to improving and melding formative and summative assessment together, while

maintaining all the positives. The important fact that is negated by Harlen and James in this

idea of integration, is that summative and formative, by definition, are completely different I

respect to time, reason, and goals. It is possible to join the two together and give a holistic

name while still incorporating all their attributes, however, this contradicts one of the reasons

for the article stated by Harlen and James. That formative and summative assessments and

their purposes have become confused in practice, and it seams in the article itself.

Chosen Learning Activity and Revisions: The wearable technology market place

Harlen & James recommendations identified within their article can be applied to the

NESA supplied Stage 6 Design process activity lesson plan (NESA, n.d.; Appendix). The

research and development task is developed on the syllabus and curriculum provided by

NESA (2013), where it focuses on design, development and prototyping processes across a 6-

week period, for students to create their own wearable technology gadget. This is achieved

through multiple steps, including defining wearable technologies, electricity, circuits and

power, wireless charging, market place, prototyping, presentation, evaluation and finalisation

of portfolio. The activities not only focus and engage students with a single topic area but

allows students to engage in deep learning through multiple abstract thinking tasks,

incorporating self-formative assessment along the way (Cheng & Chang, 2014).

In reviewing the article by Harlen & James (1997), the revision of this lesson plan

will be innovated with the use of formative assessment throughout, and summative

assessment at the conclusion, will highlighting the importance of student and teacher self-

formal assessment and evaluation through deep learning (Wylie, et al., 2012). While the
Running Head: ASSESSMENT AND LEARNING: FORMATIVE AND SUMMATIVE 7

lesson plan for activities does take a deep learning approach week by week, there is still

assumed knowledge along the way that needs to be assessed along the way with the newly

understood teachings. To build the achievements, identification of knowledge that is valuable

and beneficial to the design task at hand is important, while pursuing and attaining the

knowledge which is essential using observation, questioning and reading (Black, 2008;

Lissitz, 2013).

The lesson plan attained does this thoroughly, however, with the design process in

mind, judgement and critique must be made along the way, and this is an area for

improvement. As with the willingness to take risks in design by exercising creativity, one can

become too set on an idea, and for an idea to survive, one must first point out all its flaws

until nothing is left (Black, 2008). This can be achieved in the lesson plan by incorporating a

few classes throughout the week, where students not only critique each other’s work and

must give reasons why but must also find the flaws in their own; self-formative assessment.

By incorporating self-evaluation for a student equal to others evaluation on that student is one

way to avoid bias in assessment tasks and procedures, as to criticise one self equal to another

helps create a bond of respect and unbiased class behaviour; this however must be

accompanied with positive feedback after each critique (McMillan, 2014).

As Harlen & James (1997) states, if there is to be improvement in the learning of

students, they need to learn to grasp the perception of evaluation and quality alike to that

embraced by the teacher. Harlen & James (1997) suggests that formative assessment is made

always with student progression, skill and knowledge in mind, and that judgements on a

student’s advancement in relation to other students is helpful in identifying if there are any

obvious problems that need to be confronted straightaway.

The lesson plan makes use of a portfolio for record keeping of the activities, however

is only mentioned once in the lesson plan at the end. This is not acceptable as students should
Running Head: ASSESSMENT AND LEARNING: FORMATIVE AND SUMMATIVE 8

record their research, ideas and breakthroughs, acknowledging mistakes, problems and

possible solutions on the way (Gardner, 2006). As linking learnt knowledge to real contexts

builds reproductive knowledge, skill in visualisation of ideas and cannot be assessed through

verbally recalling isolated, unproven pieces of data (Black, 2008; Harlen & James, 1997).

Summary

Though summative and formative assessment practices provide important data and

knowledge to education, students, and teachers, including pedagogy itself, combining them in

a form to help students and teachers with education is at best tricky and cumbersome. While

the views of many differ in what makes the best assessment system, the common goal they

were made for is to help develop and grow students’ knowledge in education in different

ways, and sum in ways for other benefits. Another possible revision to the lesson plan would

be taking students one week to the National Manufacturing Week (NMW) showcase in

Western Sydney, to open their eyes and learn possible manufacturing techniques, materials

and more that is available for their project, and to show possible career paths they might be

thinking about, as there is always job prospects for students in the future at the NMW

showcase.
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References

Atkin, J., Black, Paul, & Coffey, Janet. (2001). Classroom assessment and the National

Science Education Standards. Washington, DC: National Academy Press.

Barlex, D. (2007). Design & technology: For the next generation: A collection of provocative

pieces, written by experts in their field, to stimulate reflection and curriculum

innovation.

Black, P. (2008). Formative assessment in the learning and teaching of design and technology

education: Methods and techniques. Design and Technology Education: An

International Journal, 13(3), 19–26.

Cheng, Y., & Chang, H. (Eds.). (2014). Advancing Methodologies to Support Both

Summative and Formative Assessments. Greenwich: Information Age Publishing.

Gardner, J. (2006). Assessment and learning. Thousand Oaks, CA: Sage Publications.

Garrison, C., Chandler, D., & Ehringhaus, M. (2009). Effective classroom assessment:

Linking assessment with instruction. Westerville, OH: National Middle School

Association and Measured Progress.

Harlen, W, & James, M. (1997) Assessment and Learning: differences

and relationships between formative and summative assessment, Assessment in

Education: Principles, Policy & Practice, 4:3, 365-379, DOI:

10.1080/0969594970040304

Lissitz, R. (2013). Informing the practice of teaching using formative and interim assessment:

A systems approach (MARCES book series). Charlotte, North Carolina: Information

Age Publishing.

Marton, F., Hounsell, D, & Entwistle, N. J. (1984). The Experience of learning. Edinburgh:

Scottish Academic Press.

Running Head: ASSESSMENT AND LEARNING: FORMATIVE AND SUMMATIVE 10

McMillan, J. (2014). Classroom assessment: Principles and practice for effective standards-

based instruction (Sixth ed.).

NESA. (2013). Design and Technology Stage 6 Syllabus. Retrieved April 8, 2018, from

http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-

areas/technologies/design-and-technology-syllabus

NESA. (n.d.). STEM Stage 6 Design and Technology Wearable Technology. Retrieved May

4, 2018, from https://educationstandards.nsw.edu.au/wps/wcm/connect/a4e2429c-

25dd-4c90-9db5-ccb68b7e6067/Sample unit STEM Stage 6 - integrated Wearable

Technology.DOCX?MOD=AJPERES&CACHEID=ROOTWORKSPACE-a4e2429c-

25dd-4c90-9db5-ccb68b7e6067-l.Hls8z

Stanley, T., Alig, J. (2014). The school leader's guide to formative assessment: Using data to

improve student and teacher achievement. New York ; Oxfordshire, England:

Routledge.

Wylie, E. C., Veeder, S. A., Norman, K. M., Noakes, L. A., Egelson, P. E., Cummings, K. E.,

& Gullickson, A. R. (2012). Improving Formative Assessment Practice to Empower

Student Learning. Corwin, A SAGE Publications Company.

Running Head: ASSESSMENT AND LEARNING: FORMATIVE AND SUMMATIVE 11

Appendix
 STEM Stage 6 | Design and Technology | Wearable Technology

Summary Duration
In this unit students undertake the design, development and prototyping process to create their own wearable technology 6 weeks
gadget. Students investigate electronic circuits and batteries. Students look at the impact of existing wearable 2–3 hours a week
technologies on society and explore the current marketplace and opportunities for a new wearable technology for a
targeted audience. Students work in teams to collaboratively design an idea for a wearable gadget and build a prototype
to help pitch their idea.

Teacher background information Resources overview

This unit is designed to be conducted in Design and Technology, with links to content covered in Physics, Chemistry, ▪ Examples (photos) of wearable technology over time
Engineering Studies and Mathematics (General). ▪ Computer for research, running online simulations and collaborating on
Wearable technologies (also called wearable gadgets) are a category of technological devices that can be worn by a documentation
consumer. The miniaturisation of technological and electrical components is opening up a whole new market opportunity ▪ Electric circuit and battery investigation tools and materials (or simulations)
for the design of wearable technologies. ▪ Materials and tools to create a prototype of a wearable technology, eg Arduino
Students will work collaboratively to research and design a wearable technology gadget. They will develop a prototype to LilyPad, BBC micro:bit, Bluno Beetle, textile perfboard, 3D printer, wires/cables,
communicate the design, along with a documentation folio. solder/soldering iron, LEDs, sensors (eg heartbeat, touch, vibration, UV)
For more information on wearable technologies see https://www.wearable-technologies.com/ and ▪ Optional: Google cardboard kit, tools for CAD produced structural features of the
http://fashioningtech.com/ wearable technology (eg 3D printer, laser cutter)

Key inquiry questions Vocabulary

▪ How is wearable technology affecting our lives? ammeter, analysis, circuit, collaboration, components, criteria, device, electrical,
▪ How is technology being applied to wearable gadgets? electromagnetism, electronic, experiment, galvanic cell, interviews, investigate, law,
miniaturisation, observation, Ohm’s law, parallel, prototype, qualitative,
▪ What new materials are being developed that allow further development of wearable technology?
quantitative, questionnaire, series, statistical, survey, technology, test, voltage,
▪ How can mathematical and scientific concepts be used to assist with developing informed design solutions?
voltmeter

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 Outcomes
Design and Technology
› P4.1 uses design processes in the development and production of design solutions to meet identified needs and opportunities
› P4.2 uses resources effectively and safely in the development and production of design solutions
› P5.2 communicates ideas and solutions using a range of techniques
› P5.3 uses a variety of research methods to inform the development and modification of design ideas
› P6.2 evaluates and uses computer-based technologies in designing and producing

Linked courses
Physics – Electric circuits
› P7 describes the effects of energy transfers and energy transformations
Chemistry – Reaction of Metals
› P4 describes applications of chemistry which affect society or the environment
› P7 describes chemical changes in terms of energy inputs and outputs
Engineering Studies – Engineered Products: Engineering Electricity/Electronics
› P3.1 uses mathematical, scientific and graphical methods to solve problems of engineering practice
› P4.1 describes developments in technology and their impact on engineering products
› P4.2 describes the influence of technological change on engineering and its effect on people
Mathematics General
› MGP-2 represents information in symbolic, graphical and tabular form
› MGP-3 represents the relationships between changing quantities in algebraic and graphical form
› MGP-5 demonstrates awareness of issues in practical measurement, including accuracy, and the choice of relevant units
› MGP-7 determines an appropriate form of organisation and representation of collected data
› MGP-9 uses appropriate technology to organise information from a limited range of practical and everyday contexts
› MGP-10 justifies a response to a given problem using appropriate mathematical terminology

Syllabus Content Teaching, learning and assessment Student diversity

Design and Technology Week 1: What are wearable technologies?
P4.1 uses design processes in the development and production
of design solutions to meet identified needs and opportunities. Summary
Students learn about: Students are introduced to wearable technologies, including their history, purposes, technologies and
▪ project analysis impact.

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 Syllabus Content Teaching, learning and assessment Student diversity
– design briefs
– appropriateness of design solutions Resources
– criteria for evaluation and factors to consider ▪ Wearable technology timeline to guide image selection for Hook activity –
▪ marketing and market research http://images.dailytech.com/nimage/Wearable_Smartwatch_History_Wide.jpg

– purpose of market research ▪ Computers

– sources of data and information-gathering techniques ▪ Online, collaborative document for the class glossary, shared with every student.

– marketing environment
P5.3 uses a variety of research methods to inform the Hook
development and modification of design ideas ▪ Teacher presents students with a series of images of wearable technology over time.
▪ research methods ▪ Students indicate on a timeline when they estimate the devices were invented.
– information research including print and electronic sources ▪ Teacher reveals the actual dates. Students discuss differences, and then correct their timeline.
▪ Students draw lines to show links in the ‘evolution’ of devices and label the lines with
Engineering Studies– Engineered Products technological developments that could have led to the change/improvement in the wearable
technologies (eg computer chip size and processing power).
Engineering Electricity/Electronics
▪ Students select and justify devices they think were truly innovative.
P4.1 describes developments in technology and their impact on
▪ Students add to the timeline ideas for devices that may be developed in the future –You can hint
engineering products
to students to think of sci-fi films set in the future for inspiration.
Students learn about:
▪ historical development of various engineered products. Extension
Today’s wearable technologies
P4.2 describes the influence of technological change on ▪ Students create a Google
▪ Students explore online existing wearable technologies and create an image montage.
engineering and its effect on people cardboard VR headset from a
▪ As a class, compose a definition for ‘wearable technologies’ and identify different categories of kit, test it out and discuss its
Students learn about:
wearable devices, such as lifestyle, fashion, entertainment, healthcare/medicine, safety, fitness, purpose, value and function
▪ the effects of engineered products on peoples’ lives and living
travel. as a wearable technology.
standards
▪ Students categorise the technology in their montage.
▪ Students select one wearable technology from at least two categories to investigate further,
researching:
- The main features of the technology (and the scientific principles behind these)
- The advances in technology that have allowed the device to be developed
- What inspired the technology – the problem and purpose?
- The impact the technology has had on society (positive and negative)
- A comparison of the wearable technology to a technology with a similar purpose
▪ Students share their findings with the class.

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 Syllabus Content Teaching, learning and assessment Student diversity

Glossary
▪ Teacher explains that the class will be creating a collaborative glossary in an online document (eg
Google Docs, Microsoft Word Online).
▪ Students decide how each student will contribute to the document (eg, every lesson is a different
student’s responsibility, students work in teams to come up with definitions, definitions need to
be ‘approved’ by three other students, and/or students make suggestions for improving the
definition).
▪ Glossary is updated to include key terms from this week’s activities.

Physics Week 2: Electricity, circuits and power

8.3 Electricity in the home
2. One of the main advantages of electricity is that it can be Summary

moved with comparative ease from one place to another through Students learn how wearable technologies are powered, how electric circuits are used to collect,
electric circuits transfer and store data, and to display and send information. Students look at the emerging

Students learn to: technology of wireless charging using electromagnetism.

▪ identify that current can be either direct with the net flow of
charge carriers moving in one direction or alternating with the Resources
charge carriers moving backwards and forwards periodically ▪ Water analogy for circuits – http://interactives.ck12.org/simulations/physics/electric-
▪ identify the difference between conductors and insulators analogies/app/index.html

▪ define and calculate resistance as the ratio of voltage to ▪ Circuit equipment: battery, wires, switch, light bulb/LED or a simulation –
current for a particular conductor: R = V/I https://phet.colorado.edu/en/simulation/legacy/circuit-construction-kit-dc-virtual-lab
Extension
3. Series and parallel circuits serve different purposes in ▪ Electromagnet equipment: permanent magnet, copper wire, nail, light, battery or a simulation -
https://phet.colorado.edu/en/simulation/legacy/faraday ▪ Students conduct an
households
investigation into Ohm’s law
Students learn to: ▪ YouTube video: How does wireless charging work? by DNews (3 min 49 s)
and relate to applications
▪ identify the difference between series and parallel circuits with wearable technologies.
▪ compare parallel and series circuits in terms of voltage across Electric circuits
▪ Students investigate series
components and current through them ▪ Teacher reviews the following concepts as required: and parallel circuits.
▪ identify uses of ammeters and voltmeters - Model of an atom with nucleus (containing neutrons and positively charged protons) and ▪ Use 123D circuits to create
▪ explain why ammeters and voltmeters are connected negatively charged electrons in a ‘cloud’ (or orbit) outside the nucleus virtual examples of working
differently in a circuit - Charge: how atoms can become positively or negatively charged by transferring or gaining circuits –
5. Electric currents also produce magnetic fields and these fields electrons https://circuits.io/users/0
are used in different devices in the home

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 Syllabus Content Teaching, learning and assessment Student diversity
Students learn to: - Electricity: when significant numbers of charged particles are separated, electricity is formed
▪ describe the production of a magnetic field by an electric as the electrons are attracted to and move to the positively charged particles
current in a straight current-carrying conductor and describe - Electrical conductors (and insulators): metals lose electrons easily so are good conductors of
how the right hand grip rule can determine the direction of electricity
current and field linesƒ - An electric circuit is a closed loop path made of conductive material, through which charges
▪ compare the nature and generation of magnetic fields by can flow.
solenoids and a bar magnet ▪ Teacher explains the basics of electric circuits using the water analogy (see Resources - Water
Chemistry analogy for circuits).

9. 2 Production of Materials ▪ Students create a simple electric circuit that includes a power source, wires, switch and a light.

4. Oxidation-reduction reactions are increasingly important as a ▪ Class brainstorm with students suggesting how they think data is communicated using electric

source of energy circuits.

Students learn to: ▪ Students research to check their suggestions.

▪ explain the displacement of metals from solution in terms of

transfer of electrons Stored energy
Extension
▪ define the terms anode, cathode, electrode and electrolyte to ▪ Teacher explanation:
▪ Read and discuss this article
describe galvanic cells - Wearable technologies rely on energy stored within the device to allow it to function (input,
about flexible batteries –
Students: process, store and output)
http://au.pcmag.com/wearab
▪ gather and present information on the structure and chemistry - This energy is stored in batteries as chemical potential energy
le-
of a dry cell or lead-acid cell and evaluate it in comparison to - Power is the rate at which energy is transformed from one form to another tech/39384/news/samsung-
one of the following: button cell, fuel cell, vanadium redox cell, - Demonstrate using a video and/or diagram how energy is stored in a battery as chemical lg-show-off-tiny-flexible-
lithium cell, liquid junction photovoltaic device (eg the Gratzel energy and transformed into electrical potential energy. batteries#
cell) ▪ Students create a simple battery using a lemon or coins.
Design and Technology
P5.3 uses a variety of research methods to inform the
Types of batteries
development and modification of design ideas
▪ Students research the different types of batteries that can be bought at a supermarket, recording
▪ research methods
information such as size, shape, voltage, metals (and chemistry).
– observation ▪ Students plan and conduct an investigation into different types of batteries (eg alkaline, zinc-air,
– tests and experiments lithium ion, silver oxide).
Engineering Studies – Engineered Products ▪ Students create graphs to summarise their findings from the first-hand investigation and

Engineering Electricity/Electronics research.

P3.1 uses mathematical, scientific and graphical methods to ▪ Students use the results of the investigations to justify their use in specific wearable

solve problems of engineering practice technologies.

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 Syllabus Content Teaching, learning and assessment Student diversity
Students learn about:
▪ basic principles
▪ potential difference Wireless charging using electromagnetism
▪ current ▪ Students create a simple electromagnet using copper wire, a nail and a battery, and observe that
▪ simple circuits and components. it can attract metal objects (eg paper clips) or use a simulation (see Resources - Electromagnet

P4.1 describes developments in technology and their impact on equipment).

engineering products ▪ Teacher explains that the phenomenon can be reversed – electricity can be generated using a
magnetic field.
Students learn about:
▪ Students use a permanent magnet and voltmeter or light bulb to show that electricity is produced
▪ magnetic induction
when a magnetic field moves within a coil of copper wire (see Resources - Electromagnet
▪ historical development of various engineered products
equipment).
Mathematics
▪ Students watch a video explaining inductive charging (see Resources - How does wireless
Data and statistics charging work?) and discuss as a class.
DS2 Displaying and interpreting single data sets
Students:
▪ create statistical displays using a spreadsheet or other
appropriate software
▪ link type of data with an appropriate display, eg continuous
quantitative data with a histogram, or categorical data with a
divided bar graph or sector graph (pie chart)
▪ interpret the various displays of single data sets

Algebra and modelling

AM2 Interpreting linear relationships
Students:
▪ generate tables of values from a linear equation
▪ graph linear functions with pencil and paper, and with
technology, given an equation or a table of values
▪ use stepwise linear functions to model and interpret practical
situations, eg parking charges, taxi fares, tax payments and
freight charges

Design and Technology Week 3: The wearable technology market place – needs and opportunities

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 Syllabus Content Teaching, learning and assessment Student diversity
P4.1 uses design processes in the development and production Summary
of design solutions to meet identified needs and opportunities Students form teams and undertake research to analyse potential market opportunities for a new
Students learn about: wearable technology. They develop a set of criteria that wearable technologies should be designed
▪ project analysis and evaluated against and use an existing technology (eg Google cardboard) to practise applying the

– design briefs
criteria. Students develop concepts for a wearable technology and begin sketching their idea. A
design thinking approach can be used.
– appropriateness of design solutions
– criteria for evaluation and factors to consider
Resources
▪ marketing and market research
▪ Computer for research
– purpose of market research
▪ Design thinking ‘crash course’ – https://dschool.stanford.edu/dgift/
– sources of data and information-gathering techniques
▪ A3 paper, pens and sticky notes for brainstorming
– marketing environment
▪ Paper and pencils for sketching.
P5.3 uses a variety of research methods to inform the
development and modification of design ideas
▪ research methods Design brief/challenge

– qualitative and quantitative research ▪ Students are presented with the design brief (or challenge) about creating a wearable technology,
for example: ‘How might we make our lives healthier?’
– surveys
▪ Outline the stages of design thinking and link to stages of project management (see Resources -
– observation
Design thinking ‘crash course’).
– information research including print and electronic sources

Empathise and define

Mathematics
Data and statistics
DS1 Statistics and society, data collection and sampling
▪ investigate the process of statistical inquiry, and describe the
following steps: posing questions, collecting data, organising
data, summarising and displaying data, analysing data and
drawing conclusions, and writing a report
▪ identify the target population to be investigated
▪ As a class, review some of the categories of wearable technology and consider the needs of the
people who could engage in each category. This can also include surveying people and analysing
the collected data to develop a better understanding of needs and wants.
▪ In teams, students select a category, research existing products and critically analyse their
functionality and design.
▪ As a class, develop criteria for success for wearable technologies.
▪ Teams reflect on the analysed products, and outline the ways they are limited (eg aesthetics,
practicality, functionality).
▪ Teams identify opportunities within the market place where a new product may be successful.

Ideate
▪ Teams brainstorm ideas for wearable technologies.

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 Syllabus Content Teaching, learning and assessment Student diversity
▪ Students discuss the ideas within the team and with the teacher to identify ideas that have the
best potential to meet the criteria, and are feasible to prototype, given the limitations of
resources, time and skill/knowledge.
▪ Students select an idea and begin creating drawings and plans to communicate the idea to the
class. The sketches and plans should include:
- Parts and functionality
- Aesthetic and structural features
- Justification of parts, features and function
Students can look at similar products to get an understanding of the required components.
Students should apply knowledge of electrical components and circuits.
▪ Students present their idea to the class for feedback. Take note of any specific sensors or
displays students may need and research the feasibility of acquiring the components.

Design and Technology Weeks 4 & 5: Prototyping

P4.2 uses resources effectively and safely in the development
and production of design solutions Summary
Students learn about: Students create a prototype of the wearable technology idea and test it, by checking that it meets
▪ using materials, tools, techniques and other resources the criteria (developed in week 3) and by demonstrating it to the intended user and gaining feedback.
– characteristics and properties The communication of the idea through the prototype can be reinforced using the information in the

– functions and uses designs and plans.

– experimentation
– criteria for selection Resources

– consequences of use ▪ Microcontrollers, eg Arduino LilyPad, Makey Makey, BBC micro:bit, Bluno Beetle.

▪ the realisation of ideas through the manipulation of materials, ▪ Sensors, displays (eg LEDs).

tools and techniques and other resources ▪ Wire, conductive thread and/or textile perfboard.

▪ safety ▪ Materials and tools to make the structural features of the device, such as fabric, a pre-made

– safety in the use of materials, tools and techniques garment/accessory, 3D printer, laser cutter.

P5.2 communicates ideas and solutions using a range ▪ PlayStation controller prototypes over time - http://static2.hypable.com/wp-

of techniques content/uploads/2013/01/playstation-prototype-controllers.jpg

Students learn about:

▪ communication What is a prototype?

– communicating information through a variety of media ▪ Define prototype and discuss the difference between working models and prototypes.

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 Syllabus Content Teaching, learning and assessment Student diversity
– visualising solutions ▪ Discuss the place and function of a prototype in the design process, referring to known example,
– the purpose of prototypes and/or models such as the PlayStation controller.

P5.3 uses a variety of research methods to inform the ▪ Introduce students to microcontrollers that can be used for prototyping, including Arduino LilyPad,
development and modification of design ideas Makey Makey, BBC micro:bit, Bluno Beetle. Define a microcontroller and explain how sensors and

▪ research methods displays are added using wires and controlled using code.

– information research including print and electronic sources ▪ Suggest and/or demonstrate ways students could prototype their idea using microcontrollers,
sensors and displays, and aesthetic or structural materials.
P6.2 evaluates and uses computer-based technologies in
designing and producing
Students learn about: Prototyping

▪ computer-based technologies and their application including: ▪ After refining their design to a finished and plausible level of completion, students create their
prototype, referencing the design criteria regularly.
– simulation and graphics
▪ Students conduct ongoing research to realise their idea and solve problems during the production.
They may also like to ‘test’ their circuitry using a circuit simulation.
▪ WHS procedures should be followed and appropriate safety instruction given (as per
school/faculty policy) before students use the required tools and equipment.
▪ Students justify the selection of electronic components and other parts using mathematical
calculations.

Testing
▪ Students present working versions of their prototype to the class for feedback.
▪ Students make modifications to their prototype (and design if needed) based on the feedback.
▪ Students document their process using photographs and a log that will be included in their folio.

Design and Technology Week 6: Presentation, evaluation and finalisation of folio Extension
P5.2 communicates ideas and solutions using a range ▪ Students create a marketing
of techniques Summary campaign for their product
Students learn about: that considers the ‘Ps of
Students present their final design to the class using the prototype and drawings/plans. Students
marketing’ and includes the
▪ communication reflect on the process and final product in their folio.
creation of advertising
– communicating information through a variety of media
material
– presentation techniques suited to the needs of design Presentation

clients and design projects ▪ Outline (or develop as a class) criteria for assessing the presentation (or ‘pitch’) of the wearable
technology.
▪ Students prepare their presentation that should include:

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 Syllabus Content Teaching, learning and assessment Student diversity
P6.2 evaluates and uses computer-based technologies in - introduction to the motivation behind and purpose of the wearable technology
designing and producing - explanation of the drawings and plans
Students learn about: - a demonstration of the prototype
▪ computer-based technologies and their application including: - evaluation of the prototype, based on criteria
– presentation - discussion of challenges faced and their solutions
- ideas for future development of the technology.
▪ Students present to the class in their teams.

Folio competition
▪ Students complete their portfolio, ensuring the whole process is clearly communicated.

Assessment overview
This unit should be assessed in terms of:
▪ Collaborative work practices
▪ Research and documentation
▪ Presentation of final design solutions
▪ Prototype development

Evaluation
Questions to guide reflection:
▪ To what level did students achieve the learning outcomes?
▪ How effective were the activities in helping students to understand key concepts and achieve the learning outcomes?
▪ How did the teaching strategies and activities facilitate student engagement?
▪ How could the unit be improved to enhance student engagement and learning?

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