dt coursework evaluation

9705 D&T coursework examples

Topic outline.

A range of coursework submissions (for both components) for this Syllabus have been included here along with a breakdown of the marks awarded, and a moderator commentary explaining how the marks were decided. You should always refer to the syllabus for specific details about the requirements for and assessment of coursework. Additionally, the Cambridge Handbook sets out the process and requirements for submitting coursework for moderation by Cambridge International.

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GCSE Design and Technology

• Specification
• Planning resources
• Teaching resources
• Assessment resources
• Introduction
• Specification at a glance
• 3.1 Core technical principles
• 3.2 Specialist technical principles
• 3.3 Designing and making principles

Scheme of assessment

• Non-exam assessment administration
• General administration
• Appendix 1: Links to maths and science

Find past papers and mark schemes, and specimen papers for new courses, on our website at aqa.org.uk/pastpapers

This specification is designed to be taken over two years.

This is a linear qualification. In order to achieve the award, students must complete all assessments at the end of the course and in the same series.

GCSE exams and certification for this specification are available for the first time in May/June 2019 and then every May/June for the life of the specification.

All materials are available in English only.

Our GCSE exams in Design and Technology include questions that allow students to demonstrate their ability to:

• recall information
• draw together information from different areas of the specification
• apply their knowledge and understanding in practical and theoretical contexts.

Aims and learning outcomes

Courses based on this specification must encourage students to:

• demonstrate their understanding that all design and technological activity takes place within contexts that influence the outcomes of design practice
• develop realistic design proposals as a result of the exploration of design opportunities and users’ needs, wants and values
• use imagination, experimentation and combine ideas when designing
• develop the skills to critique and refine their own ideas whilst designing and making
• communicate their design ideas and decisions using different media and techniques, as appropriate for different audiences at key points in their designing
• develop decision making skills, including the planning and organisation of time and resources when managing their own project work
• develop a broad knowledge of materials, components and technologies and practical skills to develop high quality, imaginative and functional prototypes
• be ambitious and open to explore and take design risks in order to stretch the development of design proposals, avoiding clichéd or stereotypical responses
• consider the costs, commercial viability and marketing of products
• demonstrate safe working practices in design and technology
• use key design and technology terminology including those related to: designing, innovation and communication; materials and technologies; making, manufacture and production; critiquing, values and ethics.

Assessment objectives

Assessment objectives (AOs) are set by Ofqual and are the same across all GCSE Design and Technology specifications and all exam boards.

The exams and non-exam assessment will measure how students have achieved the following assessment objectives.

• AO1: Identify, investigate and outline design possibilities to address needs and wants.
• AO2: Design and make prototypes that are fit for purpose.
• design decisions and outcomes, including for prototypes made by themselves and others
• wider issues in design and technology.
• technical principles
• designing and making principles.

Assessment objective weightings for GCSE Design and Technology

Assessment weightings.

The marks awarded on the papers will be scaled to meet the weighting of the components. Students’ final marks will be calculated by adding together the scaled marks for each component. Grade boundaries will be set using this total scaled mark. The scaling and total scaled marks are shown in the table below.

Non-exam assessment

The Non-exam assessment will contribute towards 50% of the students overall mark. The NEA project in its entirety should take between 30-35 hours to complete and consist of a working prototype and a concise portfolio of approximately 20 pages of A3 paper, equivalent A4 paper or the digital equivalent.

Students' work should consist of an investigation into a contextual challenge, defining the needs and wants of the user and include relevant research to produce a design brief and specification. Students should generate design ideas with flair and creativity and develop these to create a final design solution (including modelling). A manufacturing specification should be produced to conclude your design findings leading into the realisation of a final prototype that is fit for purpose and a final evaluation. Students should investigate, analyse and evaluate throughout the portfolio and evidence all decisions made.

Six criteria are produced for assessment and there are a number of points within each. Each band should be viewed holistically when marking assessments. Students who produce no work for a criterion or work that is below a GCSE standard should be awarded zero.

The criteria should not be viewed as a linear process to be followed in a step by step manner. Rather, students should be encouraged to follow the iterative design process and assessors encouraged to award marks where they are deserved and can be evidenced. You should ensure that the criteria are assessed accurately and students are not rewarded for quantity of work but the quality of work produced.

With the assessment process being viewed holistically it is vital that students clearly record their work so it is clear where the marks can be awarded. It is also essential that teachers provide clear annotation to support their assessments.

Setting the task

Students will be required to undertake a small-scale design and make task and produce a final prototype based on a design brief produced by the student.

The contextual challenges for the task will be set by AQA and allow students to select from a list issued to schools via e-AQA. The contexts will change every year and will be released on 1 June in the year prior to the assessment being submitted.

Taking the task

With reference to the context, students will be expected to develop a specific brief that meets the needs of a user, client or market.

The task must be of an appropriate level of complexity and contain a degree of uncertainty of the outcome so that students can engage in an iterative process of designing, making, testing, improving and evaluating.

Students must produce a final prototype based on the design brief that they have developed, along with a written or digital design folder or portfolio.

Students must produce a written or digital design folder clearly evidencing how the assessment criteria have been met, together with photographic evidence of the final manufactured prototype.

Students should produce a concise folder. We recommend that this folder does not exceed 20 pages of A3 paper, equivalent A4 paper or the digital equivalent.

Students who do not follow these guidelines will penalise themselves by not meeting the expectations of the assessment appropriately.

Students that exceed the recommended length will self-penalise by not being appropriately focused on the demands of the task. Students that produce work that is shorter than the recommended page count will self-penalise by not allowing appropriate coverage of the assessment objectives.

Time limits

We recommend that students should spend 30–35 hours on their NEA unless there are specific access requirements that should be considered.

We expect students to be selective in their choice of material to include, and to manage their time appropriately.

Students are free to revise and redraft a piece of work before submitting the final piece for assessment. You can review draft work and provide generic feedback to ensure that the work is appropriately focussed. In providing generic feedback you can :

• provide feedback in oral and/or written form
• explain syntax in general terms
• advise on resources that could be used
• remind students of the key sections that should be included in their final folder

In providing generic feedback you cannot :

• correct a student’s work
• provide templates, model answers or writing frames
• provide specific guidance
• provide specific feedback to students on how to improve their projects to meet the requirements of the marking criteria
• give examples of how to implement
• provide feedback where a student has produced an incomplete stage and this is sufficient to allow progression to the next stage.

A clear distinction must be drawn between providing feedback to students as part of work in progress and reviewing work once it has been submitted by the student for final assessment. Once work is submitted for final assessment it cannot be revised. It is not acceptable for you to give, either to individual students or to groups, feedback and suggestions as to how the work may be improved in order to meet the marking criteria.

In accordance with the JCQ Instructions for conducting NEAs, any support or feedback given to individual students which has not been provided to the class as a whole must be clearly recorded on the CRF and the student’s mark must be appropriately adjusted to represent the student’s unaided achievement.

Assessment criteria

Guidance on applying the marking criteria

Level of response marking instructions are broken down into mark bands , each of which has a descriptor. The descriptor for the mark band shows the average performance for the level required . Before you apply the mark scheme to a student’s project, review both the prototype and portfolio and annotate it and/or make notes on it to show the qualities that are being looked for. You can then apply the marking criteria. Start at the lowest band of the marking criteria and use it as a ladder to see whether the work meets the descriptor for that band . The descriptor for the band indicates the different qualities that might be seen in the student’s work for that level. If it meets descriptors for the lowest band then go to the next one and decide if it meets this, and so on, until you have a match between the band descriptor and the student's work. You can compare your student’s work with the standardisation examples to determine if it is the same standard, better or worse. When assigning a level you should look at the overall quality of the work. If the project covers different aspects of different levels of the mark scheme you should use a best fit approach for defining the level and then use the variability of the work to help decide the mark within the band .

• where the student’s work fully meets all statements, the highest mark should be awarded
• where the student’s work mostly meets all statements, the most appropriate mark in the middle of the range should be awarded
• where the learner’s work just meets the majority of statements, the lowest mark should be awarded.

There will be instances where a student fully meets for example 3/4 statements but only just meets the other. In this scenario a best-fit approach should be taken. If, in this scenario, the range of marks within the band was 16-20, then a mark of 18/19 would be appropriate.

The assessment criteria for the NEA are split into six sections as follows.

Section A: Identifying & investigating design possibilities (10 marks)

By analysing the contextual challenge students will identify design possibilities, investigate client needs and wants and factors including economic and social challenges. Students should also use the work of others (past and/or present) to help them form ideas. Research should be concise and relate to their contextual challenge. Students are also advised to use a range of research techniques (primary/secondary) in order to draw accurate conclusions. Students should be encouraged to investigate throughout their project to help inform decisions.

Section B: Producing a design brief & specification (10 marks)

Based on conclusions from their investigations students will outline design possibilities by producing a design brief and design specification. Students should review both throughout the project.

Section C: Generating design ideas (20 marks)

Students should explore a range of possible ideas linking to the contextual challenge selected. These design ideas should demonstrate flair and originality and students are encouraged to take risks with their designs. Students may wish to use a variety of techniques to communicate. Students will not be awarded for the quantity of design ideas but how well their ideas address the contextual challenge selected. Students are encouraged to be imaginative in their approach by experimenting with different ideas and possibilities that avoid design fixation. In the highest band students are expected to show some innovation by generating ideas that are different to the work of the majority of their peers or demonstrate new ways of improving existing solutions.

Section D: Developing design ideas (20 marks)

Students will develop and refine design ideas. This may include, formal and informal 2D/3D drawing including CAD, systems and schematic diagrams, models and schedules. Students will develop at least one model, however marks will be awarded for the suitability of the model(s) and not the quantity produced. Students will also select suitable materials and components communicating their decisions throughout the development process. Students are encouraged to reflect on their developed ideas by looking at their requirements; including how their designs meet the design specification. Part of this work will then feed into the development of a manufacturing specification providing sufficient accurate information for third party manufacture, using a range of appropriate methods, such as measured drawings, control programs, circuit diagrams, patterns, cutting or parts lists.

Section E: Realising design ideas (20 marks)

Students will work with a range of appropriate materials/components to produce prototypes that are accurate and within close tolerances. This will involve using specialist tools and equipment, which may include hand tools, machines or CAM/CNC. The prototypes will be constructed through a range of techniques, which may involve shaping, fabrication, construction and assembly. The prototypes will have suitable finish with functional and aesthetic qualities, where appropriate. Students will be awarded marks for the quality of their prototype(s) and how it addresses the design brief and design specification based on a contextual challenge.

Section F: Analysing & evaluating (20 marks)

Within this iterative design process students are expected to continuously analyse and evaluate their work, using their decisions to improve outcomes. This should include defining requirements, analysing the design brief and specifications along with the testing and evaluating of ideas produced during the generation and development stages. Their final prototype(s) will also undergo a range of tests on which the final evaluation will be formulated. This should include market testing and a detailed analysis of the prototype(s).

Please select the page that you wish to complete. Please note that these are generic pages, there may be some that are not relevant to your project or you may add additional pages of your own!

Programmes & Qualifications

Cambridge igcse design & technology (0445).

• Syllabus overview

The Cambridge IGCSE Design and Technology syllabus enables learners to identify, consider and solve problems through creative thinking, planning and design, and by working with different media, materials and tools. As a result, learners gain greater technical and design awareness, while developing skills such as initiative, resourcefulness, enquiry and ingenuity. They also develop the communication skills central to design making and evaluation.

Cambridge IGCSE Design and Technology provides an ideal basis for further study, and prepares learners for their future within a rapidly changing technological society.

The syllabus year refers to the year in which the examination will be taken.

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Syllabus support

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Important notices

Please note that if you make an entry for the A*-G grading scale, it is not then possible to switch to the 9-1 grading scale once the entries deadline has passed. If you find that you have accidentally made an entry for the A*-G syllabus, you must withdraw and re-enter before the entries deadline.

For some subjects, we publish grade descriptions to help understand the level of performance candidates’ grades represent.

We paused the publication of grade descriptions in response to the Covid-19 pandemic and the temporary changes to the awarding standard in 2020, 2021 and 2022.

As the awarding standard has now returned to the pre-pandemic standard, we are working to produce up-to-date grade descriptions for most of our general qualifications. These will be based on the awarding standards in place from June 2023 onwards.

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D&T Mini evaluation (written)

Evaluation template for pupils to reflect and evaluate their D&T projects.

Evaluation template for pupils to reflect and evaluate their D&T projects. Space has been provided for drawings, diagrams or photographs of their final outcomes. You can edit the templates to adapt them to your specific needs.

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DT Evaluations

Subject: Design, engineering and technology

Age range: 7-11

Resource type: Worksheet/Activity

Last updated

11 October 2020

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A selection of evaluation sheets I have used regularly with classes across key stages 2-5. I have found these have prompted students to respond in different ways and allowed for creativity in responses as it not only relies on written responses or individual work but gets feedback from peers. The life cycle analysis will get students to consider the environmental impact of their product at every stage of its production, use or even end of life. I have also used to good success with SEND classes.

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TamsinYoung

Hi thanks for sharing, I used a couple of your ideas but not the whole thing for my DT evaluations. It gave me a start

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Thats fantastic. Thank you.

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• Quality Training Standards

Evaluate Training: Measuring Effectiveness

What to know.

• Effective trainings help learners gain knowledge and skills they can apply to their workplace.
• Determine the effectiveness of your training by understanding what to evaluate, when to evaluate, and what questions to ask learners.

The goal of training is to help a learner improve their competence, capacity, and performance. Training helps learners gain new knowledge and skill. The most effective training also helps learners apply this information to their workplace, a process known as transfer of learning or simply learning transfer. Training effectiveness refers to how well your training supports learning and learning transfer. There are many ways to evaluate training effectiveness.

What to evaluate

You should assess both learning and learning transfer, whenever possible.

Evaluate learning

Design your evaluation to assess how successfully the learner met the training's learning objectives. Look at the combined results for all learners to help you understand their learning and identify data trends that indicate challenging topics for your learners—which might show a need to improve course content or instruction.

Evaluate learning transfer

Design your evaluation to assess how successfully the learner can apply what they learned when they return to the workplace. Look at the combined results for all learners to help you understand if learning transfer is occurring and which topics are challenging for learners to apply—which might show a need for follow-up support for the learners.

When to evaluate training effectiveness

Your data collection methods and timing will depend on your evaluation questions. Determine what information you need while considering what is feasible. Your time, resources, and training scope should drive your evaluation approach.

Learn more‎

Before and after training.

The best way to evaluate any change in learning is through assessment before and after the training. Conduct a pretest before and a posttest after your training and then compare the results.

Considerations:

• The test can include a demonstration to assess skill in addition to knowledge, if needed.
• Using only a posttest, without a pretest, can provide an assessment of skill or knowledge proficiency. This allows you to know if learners achieved a certain level of knowledge or skill by the end of the training, but you will not know if there was a change in learning. Learners might have already had the knowledge or skill at the start of the training.

Retrospective pre/post assessment

If you are unable to assess learning through a pretest and posttest, consider using a retrospective pre/post assessment that asks learners to self-assess their knowledge before and after the course as part of a postcourse evaluation.

Examples‎

1. Rate your knowledge of the course topic before the course.

2. Rate your knowledge of (or skill in) the course topic now after the course.

During training

Build knowledge or skill assessment into the training, like knowledge checks, quizzes or observations. This can provide evaluation data and reinforce learning at the same time.

• In an e-learning, you might have knowledge checks throughout the course to help reinforce learning. Those same knowledge checks give you data on how learners progress during the course.
• For an in-person training, you might ask your learners questions to assess their comprehension or use an activity to gauge how they apply what they are learning. This provides real-time information for the instructor to reinforce content or adapt as needed.

Immediately after training

In many situations, you might only be able to gather information from your learners immediately after the training ends. You can design your postcourse evaluation to assess learning and predict learning transfer immediately after the course ends, while learners are available to respond.

• Postcourse evaluations traditionally focus on learner satisfaction, but the research shows learner satisfaction does not determine a training's effectiveness.
• Based on factors that predict learning transfer , Section 3 of the Recommended Training Effectiveness Questions for Postcourse Evaluations User Guide can help you determine your training's effectiveness.

Delayed evaluation or follow-up

Delayed evaluation, also called follow-up evaluation, is the best way to assess learning transfer. This helps training developers understand how much information learners retained, and if they have applied what they learned on the job. You can follow-up with learners to assess learning transfer after they have had time to go back to their workplace and apply what they have learned.

• For some trainings, it might also be appropriate to follow-up with learners' supervisors.
• The timing of your delayed evaluation should be based on your program resources, the specific topic of the training, and learners' capacity to apply what they learned in the workplace.

Recommended training effectiveness questions

These questions focus on themes strongly associated with learning and learning transfer that can be measured in-person or online with adult learners. For more information, visit the Recommended Training Effectiveness Questions for Postcourse Evaluations User Guide . The user guide includes the recommended questions, rationale for each question, additional context or caveats that you should consider when using the questions, and references to the research that supports the questions.

You can adapt the questions to fit your training evaluation plan and data collection tools. The Example Postcourse and Follow-Up Evaluations use the Training Effectiveness questions along with additional questions that inform quality improvement and decision making.

For postcourse evaluations

• Not at all knowledgeable
• Slightly knowledgeable
• Moderately knowledgeable
• Very knowledgeable
• Extremely knowledgeable

3. How relevant is this course to your current work?

• Not at all relevant
• Slightly relevant
• Moderately relevant
• Very relevant
• Extremely relevant

4. What is your opinion of the balance of lecture and interactivity in this course?

• Too much lecture and not enough interactive learning
• Right amount of both lecture and interactive learning
• Too much interactive learning and not enough lecture

5. Will you use what you learned in this course in your work?

• Definitely not
• Probably not
• Probably yes
• Definitely yes
• Not applicable — I did not learn anything new from this course

6. What factors will keep you from using the content of this course in your work? (Select all that apply)

• I need additional training in the subject matter
• I will not have the resources I need
• I will not be provided opportunities to use what I learned
• I will not have the time to use what I learned
• My supervisor will not support me in using what I learned
• My colleagues will not support me in using what I learned
• The course content is not relevant to my current work
• Other (please specify):

7. What, if anything, do you plan to use from this course? (open-ended)

8. How could this course be improved to make it a more effective learning experience? (open-ended)

9. What part of this course was most helpful to your learning? (open-ended)

For delayed evaluation

1. To what extent have you used what you learned in this course in your work?

• Not applicable—I did not learn anything new from this course
• Not at all [if selected, go to question on barriers]
• Some [if selected, go to question on barriers]
• A lot [if selected go to question on facilitators]

2. What did you use from this course? (open-ended)

3. What factors helped you use the content of this course in your work? (Select all that apply)

• I had reminders of key learning concepts or skills
• I had the resources I needed
• I had opportunities to use what I learned
• I had time to apply what I learned
• My supervisor supported me in using what I learned
• My colleagues supported me in using what I learned

4. What factors kept you from using the content of this course in your work? (Select all that apply)

• I did not remember the course content well enough to use it
• I did not have the resources I needed
• I did not have opportunities to use what I learned
• I did not have the time to use what I learned
• My supervisor did not support me in using what I learned
• My colleagues did not support me in using what I learned
• The course content was not relevant to my work

Tools and resources

• Recommended Training Effectiveness Questions for Postcourse Evaluations User Guide
• Training Effectiveness Predictors
• Learning-Transfer Evaluation Model

Training Development

Learn how to design and develop quality training to improve public health.

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