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Assessment

Matrix

There is a new matrix available for Digital Technologies and Hangarau Matihiko. 

New Digital Technologies and Hangarau Matihiko Achievement Standards

Generally, the new achievement standards developed in 2017 and available for use in 2018 assess the student’s application of knowledge and learning. Scaffolding and formative feedback should be used prior to assessment and scaled back appropriately to ensure students are applying their own knowledge to complete the assessment.

The standards are not encouraging students to follow an internet tutorial or a templated series of steps, rather the expectation is that they make selections and decisions as part of their iterative development. As such, students should be allowed choice to develop their own unique outcome. This approach allows students to show application of their prior knowledge obtained from a wider teaching and learning programme. Teachers need to question HOW and WHY students have made these decisions to ensure they fully understand the underpinning knowledge.

Refer to the pedagogy section for more information.

What is the intent of the new achievement standards?

AS 91877 1.1 Develop a proposal for a digital outcome

3 credits

This standard involves developing a proposal for a digital outcome which identifies the end users, the specifications (the technical and measurable elements), the requirements (the functional elements that the project must have to make it successful and fit for purpose) and the resources that are required. Refinement of the proposal involves development through reflection and feedback to create a more informed and effective proposal.

This standard does not specify that a stakeholder or stakeholder feedback is required and a well thought out succinct document of two to three pages summarising a broad investigation into the topic should be enough to achieve. The focus should be on the quality of the proposal not the quantity of writing. This standard constitutes 3 credits and as such should reflect 30 hours of teaching and learning and the quality of the proposal should reflect this.

AS 91878 1.2 Develop a design for a digital outcome

3 credits

This standard requires students to develop a design for a digital outcome for a specific purpose by researching and generating a range of design ideas with an end user in mind. Those ideas are refined by feedback and reflection taking into consideration the appropriateness of the outcome and any relevant social and end user considerations.

This standard does not specify that a stakeholder or stakeholder feedback is required. A range of ideas should be more than two. This standard constitutes 3 credits and as such should reflect 30 hours of teaching and learning. Evidence could be presented in portfolio format containing a variety of media types with the focus on quality rather than quantity of evidence. 

AS 91879 1.3 Develop a digital outcome to manage data

3 credits

This standard involves creating a digital outcome that manages data. Students demonstrate the ability to structure, organise, query and present data for a purpose and end user using appropriate tools. Testing procedures and consideration for the end user and the relevant implications of the data are implicit in the development of the outcome. Refinement of the outcome involves iterative improvement and more effective presentation of data.

Data management software like Filemaker Pro, Access or MySQL would be appropriate for this standard.

AS 91880 1.4 Develop a digital media outcome

4 credits

This standard requires a student to develop a digital media outcome using appropriate tools, techniques and design elements. Successful outcomes will ensure data integrity through testing and show consideration of relevant implications and end user needs.

Refinement involves the iterative development of a more effective design that further addresses end user considerations and relevant implications.

Media outcomes include web pages, websites, print design, animations, 3D models, 3D animations, games, digital audio, movies and other similar creations.

The assessment evidence should be the outcome itself, however, this can be supported by other written evidence, teacher judgments or student reflections but this is not explicitly required by the standard.

The exception to this is the requirement for students to describe implications that are relevant to the outcome. This could be evidenced through a succinct written summary. Quality of evidence not quantity is important to consider. 

AS 91881 1.5 Develop an electronics outcome 

6 credits

This standard involves creating an electronics outcome using relevant techniques and resources that consist of a working combination of hardware and software components that perform a specific function. Existing embedded software libraries can be used and/or modified for the purpose at this level.

Additionally, this standard requires evidence of knowledge as students are to describe the interfaces and functions of components and systems used in the development of the outcome.

There is also a requirement to describe implications relevant to the outcome.

Refinement of the outcome involves iterative improvement through thorough testing, debugging and improvements on the design as well as showing justification of their choice of components and systems.

Electronics knowledge is important and underpins the outcome. However students are not required to explicitly demonstrate knowledge of individual components and protocols as this is implied in the development of the final outcome. Teachers need to ensure that a final high quality outcome has been developed via students’ thinking and their process (student driven development). Teachers need to question HOW and WHY students have made these decisions to ensure they fully understand the underpinning knowledge.

AS 91882 1.6 Develop a computer system

4 credits

This standard involves creating a computer system using relevant tools, procedures and protocols when installing and configuring hardware, software and peripherals for a purpose and end user. The computer system should have gone through troubleshooting and testing procedures to identify and resolve hardware and software faults. The student’s evidence should include an investigation of the hardware and software components and how they relate to the requirements of the end user and any relevant implications.

Refinement of the outcome involves informed development of the outcome based on troubleshooting, analysis and justification of components in response to the end user considerations.

Teachers need to question HOW and WHY students have made these decisions to ensure they fully understand underpinning knowledge.

AS 91883 1.7 Develop a computer program
4 credits

This standard involves writing a computer program in a suitable programming language that performs a specific task. The task should be of sufficient rigour to ensure the use of data stored in collections (e.g. lists, array, dictionaries) AND/OR user-defined methods, functions or procedures. Some code comments and a logical program structure are required at the achieved level.  At merit or excellence, the focus is on meaningful commenting and variable naming. Evidence of testing must be provided. If this is observed, then the teacher has to provide that evidence. For merit and excellence, students must show an organised approach to testing.

Flowcharts, pseudo code and test-tables are not assessed or required to be evidenced by this standard.

Refinement of the program is evidenced by improved program flexibility, through better use of methods and relevant parameters, following the relevant and consistent coding conventions of the language and improved testing and debugging processes. 

AS 91884 1.8 Use basic iterative processes to develop a digital outcome

6 credits

This achievement standard involves using basic iterative processes to develop a digital outcome that addresses a problem, need, opportunity or interest.

This standard naturally combines with an "outcome" standard to facilitate development and refinement of that outcome (ie. media outcome, computer program, computer system, electronics outcome).

Iteration involves initial planning by decomposing the whole process into a series of smaller tasks.

Students then repeatedly develop and trial successively more refined versions of the final outcome, or components of the outcome. During the development, students are expected to describe relevant implications.

Refinement in this standard involves the use of information from trialling and from addressing relevant implications to develop a higher quality outcome.

AS 91885 1.9 Demonstrate understanding of searching and sorting algorithms

3 credits

This standard involves students demonstrating their understanding of searching and sorting algorithms by carrying out at least one searching algorithm and at least one sorting algorithm and discussing the underlying computer science principles behind them. The student can record evidence of this through video, photographic or written explanations.

This standard contains:

  • a practical, hands on element where each student will be expected to learn and perform a selection of common algorithms and show evidence that they have done so.
  • an investigation element, where students are expected to look into practical applications of algorithms and examine computer science principles such as the cost of an algorithm and best/average/worst case scenarios of a particular algorithm.
  • A presentation element where students will need to demonstrate their understanding, discuss findings and consider implications. This may be done as a written report or using video, slides, annotated picture or any way that a teacher sees fit.

AS 91886 1.10 Demonstrate understanding of human computer interaction

3 credits (external)

This standard involves the students applying knowledge of usability heuristics to analyse a chosen interface as it relates to it performing a particular task.

The step ups include students being able to evaluate the interface in terms of the heuristics, suggesting relevant improvements and comparing and contrasting the usability with other interfaces.

Specific information is available in the NZQA assessment specifications

AS 91887 1.11 Demonstrate understanding of compression coding for a chosen media type

3 credits (external)

This standard involves students demonstrating understanding of compression coding and requires knowledge on the following computer science concepts in order to choose and investigate an appropriate media type:

  • Data representation of values in binary. Depending on the media type investigated this may include representation of colour, text, or sound.
  • Lossless and Lossy compression methods and their implications 

Specific information is available in the NZQA assessment specifications

AS 91888 1.12 Te whakaatu mōhiotanga ki te reo matatini o te hangarau matihiko

3 credits

AS 91889 1.13 Te whakaahua i te pānga o tētahi otinga hangarau matihiko ki te ao Māori

4 credits

Last updated March 21, 2018



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