Note this standard is derived from the learning objective Outcome Development and Evaluation TP 6-3 so these key messages need to be read in conjunction with the material for Outcome Development and Evaluation TP 6-3.
A prototype is defined in the technology curriculum and in AS 91047 as a finished technological outcome that is ready to be trialled in situ. Some teachers from various different industry backgrounds have differing understandings of a prototype as the word is used differently in different sectors. However, in AS 91047 the definition of a prototype is a finished technological outcome that is ready to be trialled in situ.
This standard involves undertaking development to make a prototype to address a brief. The brief may be provided by the teacher or developed by the student. The brief must include a conceptual statement and specifications. The brief must allow for a range of outcomes. If the student develops the brief then teachers must ensure it contains sufficient guidance for the student to be able to develop and evaluate the prototype.
It is possible to use both outcome development and evaluation standards (i.e. AS 91046 and AS 91047) in one project, or equally just choose one of the two standards as a focus for assessment. If students are submitting evidence for both these standards there must be a clear ‘line in the sand’ between the two; i.e. this is the evidence of the development process up to the conceptual design stage, and then this is the evidence of the development from that point on to make and evaluate the prototype.
The prototype standard is not just a ‘make it’ standard. The prototype should be developed through technological practice which means students will need to interact with stakeholders and be actively engaged in decision making that may involve evaluating, trialling, selecting, and testing as explained further below. If students are being told what materials, tools, and processes to use then this prototype standard is probably not a suitable standard to use for assessment and teachers should investigate other assessment options.
Explanatory note 5 defines a prototype as a finished outcome that is ready to be trialled in situ. It is developed through technological practice and is reflective of accepted techniques, tolerances, and safety and legal responsibilities.
Explanatory note 5 also defines prototyping is the trialing of the prototype to gain evidence for the evaluation of the outcome’s fitness for purpose in its intended physical and social environment. Explanatory notes defines physical and social environment. The physical environment refers to the place where the final outcome will be situated. The social environment refers to those who will interact with the final outcome.
At achieved level students need to provide evidence of undertaking development to make a prototype to address a brief, this involves:
The step up to merit involves trialling as distinct from selecting. Selecting is about making a choice between options (with reasons) compared to trialling that requires something to physically be done and the results used to inform the choice. Further information about the distinction between selecting and trialling is contained in the February 2013 moderator newsletter.
What this evidence looks like in different contexts will be quite different. Whilst materials and tools may be obvious in a resistant materials workshop it may be less obvious in a digital technologies context. The August 2012 moderators newsletter provides further clarification in a digital technologies context.
At the achieved level (and at merit) students need to produce and evaluate a prototype. A prototype is a finished outcome that is ready to be trialed in situ in order to establish its fitness for purpose. The fitness for purpose refers to the outcome’s ability to address the brief when situated in its intended location.
To attain excellence, the prototype must be trialed to gain evidence of its fitness for purpose in its intended physical and social environment (the process of prototyping). Accessing feedback from stakeholders should be throughout the development process, but is an essential contributor to judging fitness for purpose at excellence level.
Teachers and students should be familiar with Safety in Technology Education: A Guidance Manual for New Zealand Schools and the implications of the relevant sections when it comes to practical work associated with making and testing their prototype.
The teacher provides opportunities for students to develop evidence for the standard by:
For the most up to date information, teachers should be referring to the latest version of the standards, conditions of assessment and assessment resources on TKI and the moderators reports, clarifications documents and student exemplars on the NZQA website.
Last updated February 8, 2022