Outcome development and evaluation

Students begin to develop their awareness of how they can intervene by design. As they learn to describe potential outcomes through drawing, models, and/or verbally, they experience how their outcome could meet attributes in a given brief (statement of requirements/constraints) as part of an authentic and local technology challenge.

For example, a group of students worked alongside a practicing engineer and local kaumatua to design and develop a concrete taniwha, to serve as a seat that would provide a meeting space and support discussions for the envirogroup and others in the school. It was situated outside in the garden, and a range of design ideas were trialled to strike a balance between functional and aesthetic attributes.

Students achieving at level 1 could:

• draw design ideas for their outcome (a seat), and develop models out of suitable materials to represent what their selected idea may look like
• carry out assigned roles in developing the outcome (seat)
• evaluate the outcome (taniwha seat) in terms of how it looks in the place it was designed for (the garden setting) and how comfortable it is to use (sit on). 

Students achieving at level 2 could:

• draw design ideas and create a model of the selected design that communicated the 'look' of their potential outcome (seat)
• develop a mock-up to test material use and construction techniques
• identify the strengths and weaknesses of design ideas and be involved in discussions to select an appropriate design
• evaluate the outcome (taniwha seat) in terms of how it met the needs of the end-user (envirogroup).

Students at this level are able to further develop their design capabilities by increasing their understanding of how technology learning is values based. As students develop outcomes for authentic contexts, they experience the responsibility of developing outcomes for others to use. This begins to broaden their perspectives and awareness of social, moral, cultural, and ethical considerations around the relationship of people with technology. Students are beginning to develop some independence around leading their design practices as they move from considering broad attributes to more detailed design specifications.

For example, after being involved in a soap-making unit, students began to ask questions about why soap is not recommended for use on hair and why shampoos are so expensive compared to soap. They also wondered why conditioners are necessary. This sparked the idea for a programme of learning based around making hair care gifts.

The students carried out extensive investigations of hair and the chemistry of hair care products before making a hair gift pack for a selected recipient. Each gift pack included a hair wrap and a unique button for fastening it.

Students could also investigate traditional hair care methods such as coconut oil or oil from tītoki berries.

Students achieving at level 2 could:

• develop designs for an outcome considering what they will be, who, when, where and why they will be used  
• evaluate existing outcomes alongside their own designs and product ideas as suitable or not for the end-user, and select those appropriate for further development 
• develop an outcome in keeping with the needs of the end-user 
• evaluate their outcome in terms of how it addressed the attributes identified for their end-user. 

Students achieving at level 3 could:

• develop designs for their outcome that reflect the end-users interests and/or personality 
• test their designs with peers to determine their suitability for use  
• explore and test different designs for their outcome to determine how it can meet end-user needs 
• evaluate design ideas to determine suitability for end-user and select those appropriate for further development 
• undertake testing of functional models and use these results to modify designs as based on the identified needs of the end-user 
• develop an outcome that addresses the attributes identified for their end-user 
• evaluate the outcome against key attributes identified in the brief to determine its fitness for purpose for the end-user.

Students achieving at level 4 could:

• develop designs for their outcome that took into account the resources available (material and manufacturing process, size and materials to be used)
• communicate design ideas to end-user to gain feedback
• explore and test different design concepts compile a summary of feedback from the end-user on suitability, in terms of specific needs and personal preferences evaluate design ideas in terms of their ability to meet the attributes identified from end-user/stakeholder feedback and the constraints identified from research into resources available
• undertake testing of functional models and use results to modify products based on ensuring key attributes were prioritised to best meet end-user/stakeholder needs
• develop prototypes for end-user/stakeholder testing, using their feedback to refine the functional models 
• develop an outcome that incorporates all key attributes identified
• gather end-user/stakeholder feedback to provide evidence of how well the final outcome addresses the key attributes for use in an evaluation of the outcome's fitness for purpose.

Students at this level are able to continue to build their confidence and independence in developing outcomes to meet prioritised key attributes (level 4) and more detailed design specifications (level 5). 

To consolidate earlier learning in technology, a teacher decided to focus her year 10 students on developing batters as a way of developing a better understanding of food formulation.

The students began by trying out basic recipes, such as pikelets, to gain experiences to work from. They were then asked to work with people outside the classroom to identify a client for their development work. There was a strong focus on sensory evaluation and storage testing. This focus helped students to evaluate their outcomes to create high quality food products suitable for their selected client.

Students achieving at level 4 could:

• develop designs for outcomes by comparing these to a range of existing outcomes that reflect the end-users preferences and needs
• develop concept diagrams to test design ideas with the end-user to gain feedback on what attributes are key from their perspective
• explore and test different designs for a range of potential outcomes as functional models to gain further feedback from the end-user on needs and preferences
• test functional models to identify any physical design issues (like storage) and explore how these may be influenced by design selection
• evaluate design ideas, and select a design appropriate for further development, refine the design to ensure it incorporates key attributes
• develop a prototype (made using the actual materials) of the outcome for end-user testing, refine the design in keeping with end-user feedback on key attributes associated with the look (aesthetics), function, quality, and user friendliness of  outcome produced
• develop a final outcome that incorporate the key attributes as determined by the end-users preferences, that  addresses the identified constraints
• gather end-user feedback to provide evidence of how well it addressed the key attributes for use in an evaluation of the outcomes fitness for purpose.

Students achieving at level 5 could:

• experiment with a range of related existing products and analyse how requirements of the specifications enable the outcome to be successful – or not
• reflect on past experiences of outcome development and use the above analysis and reflection to develop a feasibility guide to inform the generation of initial ideas for developing future outcomes
• develop designs for outcomes justified in terms of the requirements of the brief based on end-user preferences and specifications associated with storage, packaging, and user friendliness
• develop appropriate functional models (including concept diagrams, discussion prompts, photographs of products) 
• use the models to gain critical feedback from the client on the specifications they consider essential
• experiment with a range of outcomes and seek input from additional sources (for example, research findings, other people who may use the  outcome such as family members, friends, and so on) to determine suitability of resources in terms of the specifications
• refine design ideas, undertake further functional modelling with the end-user  to gain critical feedback to select one for further development. (Modelling includes sensory testing of materials and functionality) develop a prototype of the outcome for end-user trialling in the environment for which the outcome is being developed 
• refine the outcome in keeping with end-user feedback related to the specifications of the brief and any additional comments from others who viewed and/or used the outcome
• use feedback from key stakeholders, including the end-user and teacher, to provide evidence to support an evaluation of the fitness for purpose of the final outcome.

Students at this level are confident and independent in their creative design skills, understandings, and capabilities, as they design and develop outcomes for an authentic context. They have had the opportunity to build broad perspectives in design that are inclusive of social, moral, ethical, and cultural considerations.

For example, a year 12 class worked with a local client to develop an innovative lighting outcome for an inner-city café/restaurant and club. The students were provided with initial learning experiences around lighting to increase their skills and understandings before embarking on designing and refining an appropriate lighting outcome for the end-user. This was an important aspect of the programme as the outcomes to be developed needed to be of a high quality and comply with all relevant safety codes.

Students achieving at level 5 could:

• research and explore a range of lighting products for public venues reflect on experiences from previous practice and use this analysis and reflection to inform the generation of a range of initial ideas that fully explore the opportunity provided
• evaluate the design ideas to select those that are justified as appropriate in terms of the requirements of the brief
• develop appropriate functional models (for example, concept diagrams, discussion prompts, and photographs of other outcomes that include appropriate features or styles) to illustrate the range of options available and test initial design ideas to determine their feasibility for the environment use models to gain critical feedback from the client and mentors on the specifications they consider essential
• experiment with a range of materials and design features, seeking guidance from additional sources (for example, research findings, mentors, friends, and so on) to determine suitability of resources in terms of the specifications related to safety, durability, construction processes, and associated costs
• refine design ideas incorporating justified features and materials and undertake further functional modelling with the client and mentors to gain critical feedback to select one for further development
• develop a prototype of the outcome, and gain product safety certification (for example from a registered electrician) prior to trialling in situ for client and mentor feedback
• refine in keeping with client and mentor feedback related to the specifications of the brief and in keeping with any additional comments that could enhance the system without compromising any specifications
• present a final outcome that meets the specifications of the brief as determined from the opportunity provided by the client's preferences and constraints imposed by budget, production, and safety requirements
• use feedback from key stakeholders, including the client, teacher, and mentor, to provide evidence to support an evaluation of the fitness for purpose in terms of the brief of the final lighting product.

Students achieving at level 6 could:

• critically analyse a range of contemporary and historical outcomes used currently and in the past. Critically reflect on experiences from previous technological practice
• use the above analysis and reflection to inform the generation of a range of initial ideas that explore the potential of the opportunity provided
• evaluate the design ideas to select those that are justified as appropriate in terms of the requirements of the brief and in terms of the physical and social environment in which the outcome is to be placed
• develop effective functional models (for example, concept diagrams, discussion prompts, photographs of other outcomes that include appropriate features or styles, and models to illustrate potential materials and their effect) to illustrate the range of options available and test initial design ideas of how they may work in their environment  
• use models to gain critical feedback from the end-user, mentors, and customers on the specifications they consider essential and desirable
• experiment with a range of materials and design features, seeking guidance from additional sources (for example, research findings, mentors, friends, and so on) to justify suitable resources in terms of the specifications related to safety, construction processes, and associated costs as well as wider considerations of physical (resource availability) and social (symbolic associations of the design) considerations
• refine design ideas incorporating justified features and materials, and undertake further functional modelling with the client and other stakeholders (including customers) to gain critical feedback to select one for further development
• develop a prototype of outcome, and plan for relevant product safety certification prior to trialling in situ for end-user, mentor, and stakeholder feedback
• refine in keeping with end-user, stakeholder and mentor feedback related to the specifications of the brief and in keeping with any additional comments from key stakeholders that could enhance the outcome without compromising any specifications
• present a final outcome that met the specifications of the brief and was appropriate to the physical and social environment use feedback from a range of stakeholders, including the end-user, teacher, mentor, and customers, to provide evidence to support an evaluation of the outcomes fitness for purpose in terms of the brief and the physical and social environment.

Students achieving at level 7 could:

• explore a range of contemporary and historical lighting outcomes, including those used currently and in the past, with particular emphasis on critically analysing their fitness for purpose
• reflect on experiences from previous technological practice critically analysing these in terms of how fit for purpose they were
• use the above analysis and reflection to inform the generation of a range of innovative ideas that explore the potential of the opportunity provided
• evaluate the design ideas to select those justified as appropriate in terms of the requirements of the brief in terms of the physical and social environment in which the outcome is to be placed, and in terms of its wider context 
• develop effective functional models (for example, concept diagrams, discussion prompts, photographs of other outcomes that include appropriate features or styles, and models to illustrate potential materials and how they can be modified for different effects) to illustrate the range of options available and test initial design ideas of how they may work in the environment
• use the models to gain critical feedback from the client, mentors, a range of customers, and other identified stakeholders on the specifications they consider essential and desirable
• explore a range of resources and the implications of material selection for disposal, and critically investigate design features, including an exploration of the implications for product maintenance, seeking guidance from additional sources (for example, research findings, mentors, friends, and so on) to determine the suitability of the resources. Undertake evaluative testing procedures in line with accepted codes of practice to ensure the resources would meet the specifications related to safety, production processes, and associated costs, as well as wider considerations of physical (resource availability, sustainability/disposal) and social (symbolic associations of the outcomes aesthetic) considerations
• explore the implications of the changing use of the environment where the outcome is to be used and refine design ideas accordingly, incorporating justified features and materials, and undertake further functional modelling with the client and other stakeholders to gain critical feedback to select one for further development
• develop a prototype of the, and gain product safety certification from a registered professional prior to trialling in situ for client, mentor, and customer feedback
• refine in keeping with client and mentor feedback related to the specifications of the brief and in keeping with any additional comments from key stakeholders and customers that could enhance the system without compromising any specifications
• present a final that met the specifications of the brief and was appropriate to physical and social environment evaluate the final outcomes fitness for purpose against the brief, using key and wider community stakeholder feedback to justify its suitability to address the issue.

Students achieving at level 8 could:

• explore a range of contemporary outcomes, including those used currently and in the past, with particular emphasis on critically analysing the outcome's fitness for purpose in its broadest sense. Identify wider issues associated with the context. Reflect on experiences from previous Technological Practice, critically analysing these in terms of how fit for purpose they were. Use this analysis and reflection to inform the generation of a range of innovative ideas that fully exploit the potential of the opportunity provided
• evaluate the design ideas to select those justified as appropriate in terms of the requirements of the brief and in terms of the physical and social environment in which the outcome would be placed. Develop effective functional models (for example, concept diagrams, discussion prompts, photographs of other outcomes that include appropriate features or styles, and models to illustrate potential materials and how they can be modified and finished) to justify the options available, allowing for an outcome that would be fit for purpose in its broadest sense. Use models to gain critical feedback from the client, mentors, customers, and other identified stakeholders on the specifications they considered essential and desirable
• explore a range of resources and the implications of material selection for ultimate disposal. Critically investigate design features, including an exploration of the implications for ongoing product maintenance, seeking guidance from additional sources (for example, research findings, mentors, friends, and so on) to determine the suitability of the resources. Undertake evaluative testing procedures in line with accepted codes of practice to ensure the resources will be appropriate for use in an outcome that will be fit for purpose
• explore the implications of the changing use of the venue (during the day, early evening, late night) and refine design ideas accordingly, incorporating justified features and materials
• undertake further functional modelling, with the client and other stakeholders, to gain critical feedback to select one model for further development
• develop a prototype of the outcome, and gain product safety certification from a registered professional (eg. electrician) prior to trialling in situ for client, mentor, and customer feedback. Refine in keeping with client and mentor feedback related to the specifications of the brief and in keeping with any additional comments from key stakeholders and customers that could enhance the outcome without compromising any specifications
• present a final outcome that was fit for purpose
• critically evaluate the outcomes  fitness for purpose against the brief, issue, and context, using key and wider community stakeholder feedback to justify its fitness for purpose.