D Graphics Technology
School Certificate grading
M The scheduling of assessment activities and the
A weightings applied should reflect the school’s
Schools are responsible for awarding each student
organisation of the course. Students should be given
studying Graphics Technology a grade (A, B, C, D, or
the opportunity to demonstrate their maximum level
E) to summarise the student’s achievement in any
E of achievement relative to the course performance
100 hour or 200 hour course completed in Stage 5.
R grade awarded is reported on the student’s School descriptors.
Certificate record of achievement.
E Applying the course performance
From 2006, teachers will use these Stage 5 course descriptors
performance descriptors to determine School Teachers should use their professional judgement in
Certificate grades for Graphics Technology. The
) applying the course performance descriptors. It is not
descriptors have been developed from the Board’s intended that the course performance descriptors
general performance descriptors, and provide a more represent a checklist, or provide a comprehensive
complete description of typical performance in this description of student performance at each grade level.
course at each grade level. The descriptor that provides the best overall
e description of the student’s achievement will
Determining School Certificate
v determine the grade awarded.
e Teachers should interpret the course performance
Teachers should follow their school’s procedures for
descriptors in terms of standards that can be achieved
the allocation of School Certificate grades.
by School Certificate students within the bounds of
: the course.
During the course teachers collect information on the
achievement of each student. To allocate a grade to a
student at the end of the course, teachers make a
The samples of student work that are provided on
h the Assessment Resource Centre website clarify
judgement as to which grade descriptor best describes
the standards described in the course performance
the achievement of that student.
descriptors. They illustrate the quality of work
s typically produced by students who receive each
Values and attitudes are an integral part of learning.
However, information on students’ values and
attitudes is not to be used in determining grades.
P Assessment for learning
Assessment activities Assessment for learning is described in detail in the
assessment section of the Graphics Technology
In developing and selecting assessment activities for
the purpose of determining School Certificate grades,
syllabus. It involves using assessment activities or
i tasks as a regular part of the teaching and learning
teachers will use a range of different assessment
process to clarify students’ understanding of concepts,
activities or tasks. The assessment activities should
to remedy their misconceptions, and to support their
reflect the relative emphasis the school’s programs
t further learning and the development of deeper
place on the various aspects of the course.
Where activities or tasks are scheduled throughout a
e All assessment activities can be used to support
course, greater weight for grading purposes would
learning, and to provide feedback to students that
generally be given to those activities or tasks
enables them to actively monitor and evaluate their
undertaken towards the end of the course. There are
different ways of organising the teaching/learning
program for a course.
Published by Board of Studies NSW, 2005
Stage 5 Course Performance Descriptors – Graphics Technology
Areas for Assessment Graphics principles and techniques Design, planning and construction
Graphics Technology, industry and society Presentation and communication
Computer-based drafting technologies
Grade E Grade D Grade C Grade B Grade A
A student performing at this grade A student performing at this grade A student performing at this grade A student performing at this grade A student performing at this grade
typically: typically: typically: typically: typically:
• demonstrates elementary • demonstrates basic knowledge of • demonstrates sound knowledge of • demonstrates thorough knowledge • demonstrates extensive knowledge
knowledge of graphics standards, graphics standards, procedures and graphics standards, procedures and of graphics standards, procedures of graphics standards, procedures
procedures and conventions and, conventions, and incorporates these conventions, and incorporates these and conventions, and independently and conventions, and independently
with guidance, uses these in the into the production of graphical into the production of graphical incorporates these into the incorporates these into the
production of graphical presentations. presentations. production of a range of graphical production of a range of graphical
presentations. presentations. presentations.
• produces presentations that • produces presentations that • produces presentations that • produces quality presentations that • produces high quality presentations
demonstrate elementary knowledge demonstrate basic knowledge and demonstrate sound knowledge and demonstrate comprehensive that demonstrate extensive
and understanding of the features of understanding of the features of understanding of the features of knowledge and understanding of the knowledge and understanding of the
effective graphical presentations. effective graphical presentations. effective graphical presentations. features of effective graphical features of effective graphical
• demonstrates very limited technical • demonstrates limited technical skill • demonstrates adequate technical • demonstrates high technical skill in • demonstrates exemplary technical
skill in producing simple manual in producing manual and computer- skill in producing manual and interpreting and producing a range skill in interpreting and producing a
and computer-based graphical based graphical presentations. computer-based graphical of quality manual and computer- range of high quality manual and
presentations. presentations. based graphical presentations. computer-based graphical
• with assistance, uses the elementary • uses the elementary features of • uses a variety of CAD and • displays confidence and
features of CAD applications. CAD and multimedia applications. multimedia applications. competence in using a range of
CAD and multimedia applications.
• with assistance, selects and uses • selects and develops appropriate • interprets the nature of information • analyses the nature of information • critically analyses the nature of
some presentation techniques. graphical presentations for the and intended audience to select and and intended audience to information and intended audience
intended audience. develop appropriate graphical confidently select and develop to confidently select and develop a
presentations. appropriate graphical presentations. range of appropriate graphical
• identifies some environmental • recognises environmental, societal • compares and contrasts • analyses environmental, societal • critically analyses environmental,
and/or societal impacts of graphics and industrial impacts of selected environmental, societal and and industrial impacts of a range of societal and industrial impacts of a
technologies. graphics technologies. industrial impacts of selected graphics technologies and outlines range of graphics technologies and
graphics technologies. some actions to minimise negative proposes actions to minimise
impacts. negative impacts.
• uses very limited management • uses some management techniques • identifies and uses management • independently identifies and • independently identifies and
techniques to meet predetermined to meet predetermined briefs and techniques to meet predetermined comprehensively uses management extensively uses management
briefs and specifications. specifications. briefs and specifications. techniques to meet predetermined techniques to meet predetermined
briefs and specifications. briefs and specifications.
Published by Board of Studies NSW, 2005
General performance descriptors
The general performance descriptors describe performance at each of five grade levels:
A The student has an extensive knowledge and understanding of the content and can readily apply this
knowledge. In addition, the student has achieved a very high level of competence in the processes and skills
and can apply these skills to new situations.
B The student has a thorough knowledge and understanding of the content and a high level of competence in
the processes and skills. In addition, the student is able to apply this knowledge and these skills to most
C The student has a sound knowledge and understanding of the main areas of content and has achieved an
adequate level of competence in the processes and skills.
D The student has a basic knowledge and understanding of the content and has achieved a limited level of
competence in the processes and skills.
E The student has an elementary knowledge and understanding in few areas of the content and has achieved
very limited competence in some of the processes and skills.
Areas for assessment
The areas for assessment for Graphics Technology activity, to ensure it is assessing performance in
provide a framework for structuring an assessment relation to a grouping of outcomes.
program, and may be used for reporting student
achievement. They are derived from the course In designing the assessment schedule for a course,
objectives, and are linked to the course outcomes. teachers may find it useful to map each planned
They can be used as organisers for assessment of assessment activity to one or more of the areas for
student achievement. assessment. This allows teachers to ensure that
assessment can occur across the year in a manageable
Good assessment practice involves designing quality way. The table below gives an example of how this
assessment activities that enable students to planning could be done.
demonstrate their achievements. Teachers can use the
areas for assessment when designing an assessment
Sample Assessment Activities (with weightings)
Document Study* Oral Report* Common Test* Research Project*
Sample Areas for Assessment 10% 20% 35% 35%
Knowledge and understanding*
Investigating and researching*
* These sample areas for assessment and activities are provided for illustrative purposes only.
Resources and further information
The Assessment Resource Centre is a section of the
Board of Studies’ website that contains resources that The Assessment for Learning in a Standards-
have been developed by the Board to support teachers referenced Framework – Graphics Technology CD-
in the awarding of grades for the School Certificate ROM contains a variety of material, including
from 2006. For most Stage 5 courses, there are assessment activities for Graphics Technology with
assessment activities, and work samples that illustrate annotated work samples. Copies of this CD-ROM
the standard of work associated with each grade. were provided to all schools, and are available from
Shop Online (http://shop.bos.nsw.edu.au).
The Graphics Technology Years 7–10 Syllabus (2003)
contains information on assessment (page 60) – Inquiries about the use of these course performance
including the principles of assessment for learning – descriptors should be directed to the Assessment and
and provides a detailed list of assessment strategies Reporting branch at the Office of the Board of Studies
(page 63) that are suitable for Graphics Technology. on (02) 9367 8371, or by email to
It is available on the Board’s website at CustomerLiaison@boardofstudies.nsw.edu.au
Published by Board of Studies NSW, 2005