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Thread: HSC Work Assessment
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24th August 2006, 10:38 PM #1
HSC Work Assessment
Hi
In response to a request to assess the work of a HSC student (his Major woodworking Project) I propose to use the following criteria.
Please feel free to offer your own assessment of this adjudication process
Box Making Assessment Criteria
Technical skills
(a) Use of Machine - e.g. bandsaw cut which is uneven or the consequential excessive loss of timber
(b) Skill – e.g. the quality of the dovetail/finger joint
(c) Appearance and quality of the work’s finish, e.g. machine marks removed, does the finish emphasise the qualities of the timber
(d) Innovation – use of new methods of construction
Creativity / Design Skills
(a) Originality – the extent to which the work is original
(b) Innovation – e.g. the use of new features such as the incorporation of different elements which compliment the beauty of the timber such as glass or metal
Functionality
(a) Is the finished work fit for the purpose for which it was intended
Craftsmanship – Overall assessment
thank you for your help,
Tony Ward
Now a power carver and living the dream.
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24th August 2006, 10:55 PM #2You've got to risk it to get the biscuit
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Originally Posted by Sculptured BoxS T I R L O
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24th August 2006, 11:01 PM #3
That seems fair and reasonable - he will be told this before he builds the box I guess?
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24th August 2006, 11:06 PM #4
I dont know what the curriculum is in NSw for Senior Tech Studies, but in QLD assessment criteria is based on the objectives defined by the Studies Authority. SO......
Have the criteria that you are marking against been outlined to the student when they were given the task? (really important)
Because - it is not fair to assess the student on for example:
(b) Innovation – e.g. the use of new features such as the incorporation of different elements which compliment the beauty of the timber such as glass or metal
if it was not specified that they have to have incorporated materials.
I know this may sound petty, but in QLD there are very specific guidlines that MUST be followed. Surely there are similar guidelins in NSW?Have a nice day - Cheers
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24th August 2006, 11:09 PM #5
A couple of other things I'd take into account:
Technical skills
(e) Degree of difficulty - a slightly marred handcut dovetail should, IMHO, be valued more than a perfect butt joint.
Creativity / Design Skills
(c) Understanding and use of proportions - after all, these can make all the difference between a piece being the epitome of elegance and downright fugly.
- Andy Mc
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24th August 2006, 11:10 PM #6
Tony PM Andrew_F he teaches this stuff
As I understand the HSC the assessment should include
• documentation from design brief through to finished article
• functionality
• eye appeal (grain matches vs grain clashes, finish imperfections, etc)
• workmanship
innovation and originality would gardner extra marks, not be part of the "normal" assessment
But apart from all that, being the HSC there should be a formal guide for assesors, otherwise how can the system be "fair" this might be it http://www.boardofstudies.nsw.edu.au..._markguide.pdf
or this one: http://www.boardofstudies.nsw.edu.au...b_specexam.pdf
ian
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24th August 2006, 11:15 PM #7Originally Posted by Wood Butcher
Good point, I don't know. the situation is that the student sent me an email some time ago asking whether I would be prepared to assess his Major Work project. I said yes and heard nothing more until earlier this week, he has now asked for a response by Saturday! I do not know what or how such an assessment will impact on his HSC results. I am happy to provide a limited/qualified assessment.
What I am attempting to do by asking the question is to establish some criteria for the future, for my own and our general use. Who knows we may in the future asked to judge each others work and this criteria may be useful then?Tony Ward
Now a power carver and living the dream.
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24th August 2006, 11:18 PM #8
Ian and everyone else so far,
thank you for your input, the more I hear the more uncomfortable I am becoming and therefore the more qualified my assessment will be!Tony Ward
Now a power carver and living the dream.
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24th August 2006, 11:18 PM #9
You forgot to add Graft, Payola, and Bribery. You have to give an enterprising but totally ungifted pupil a fair go too.
If at first you don't succeed, give something else a go. Life is far too short to waste time trying.
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24th August 2006, 11:21 PM #10Originally Posted by Gumby
no amount of that ever helped me, look at me now poor and penniless, but happy!Tony Ward
Now a power carver and living the dream.
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24th August 2006, 11:39 PM #11
Tony,
don't be fazed.
If I've found the right document, the assessment is in two parts, the written documentation and the project. For the prioject the criteria are:
The major project product provides practical evidence of the student’s level of achievement in their chosen focus area. Of particular relevance will be the range and depth of skills and knowledge evident in choosing materials and technologies, executing processes and solving problems.
Assessment criteria
- quality of the product
- evidence of a range of skills
- degree of difficulty
- links between planning and production
- evidence of industrial processes
- use of appropriate materials
- use of industrial technologies
- evidence of solutions to problems in production
The guide then goes on to suggest what level of effort constitutes an 80–100% effort, 60–80%, and so on.
be flattered that you're considered an expert
ian
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24th August 2006, 11:49 PM #12
Ian
thank you, there are obviously only certain criteria upon which I can now comment on and will keep to those.
I will ask the young man if I can publish the image of his work on this Forum, it is excellent work and creative.
Be goodTony Ward
Now a power carver and living the dream.
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24th August 2006, 11:52 PM #13Originally Posted by Sculptured BoxIf at first you don't succeed, give something else a go. Life is far too short to waste time trying.
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25th August 2006, 09:47 AM #14
Congrats Tony! I think this is a honour - difficult? yes, but well worth the effort.
Is there any room for marking the finish? Is the finish applied well i.e. no streaks/brush marks etc. Is the finish appropriate to the style of project and the timber used?
Cheers
WendyBox Challenge 2011 - Check out the amazing Boxes!
Twist One - Wooden Hinge/Latch/Catch/Handle
Twist Two - Found Object
Twist Three - Anything Goes
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26th August 2006, 07:19 PM #15SENIOR MEMBER
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G'day Tony,
I'm the Andrew F that Ian referred to (Hullo Ian).
We teach this subject but not this student - I need to be a bit cautious in response as marking deadlines are rapidly approaching.
We're currently in the middle of the HSC marking cycle and all supporting Industrial Technology documentation was due to be submitted to the school by 9am 21 August (marking 21/8-1/9), but the criteria that we assess against are exactly as Ian has specified. The written folio counts for more in the washup than the project, as we mark on what the student has shown s/he can do, with the folio showing us how they went about doing things.
I'd be guessing that the student has come to you for a supporting letter to tell the markers of your thoughts, as an independent expert, on the student's effort. This is more commonly done in D&T (Design and Technology) than it is in Industrial Technology. These are both Yr12 subjects. Submission for D&T projects is this coming Monday, 9am (completed tomorrow, Sun) so I'm guessing/hoping that the student's doing Design and Technology as opposed to Industrial Technology. (the focus in D&T is in using available resources to expand on an existing idea - innovation not invention, developing a quality solution. The focus in Ind.Tech is to design and make an object in predominantly one material only, mimicking the resources and technology used to build commercially available objects. Ian's given you the Ind Tech marking guidelines, I can't locate my D&T marking guidelines.)
Basically, I'd write the supporting documentation to the following marking guidelines for Design and Technology, as it looks from what you've said and your photo that it's more likely that this student's doing this subject.
The below links are what the students are assessed on. Ideally, you want to write a short letter supporting the Band 6 guidelines.
http://www.boardofstudies.nsw.edu.au...ntech_dpbs.pdf
http://www.boardofstudies.nsw.edu.au..._markguide.pdf
I'm a fan of plain English. The jargon used in the Design and Technology Marking Guideline is:
MDP - Major Design Project
PSE - Product, System or Environment (A Design and Technology project can be either something you touch - a product; something you use, such as a computer system or a webpage; or a planned environment such as a redesign of a building or a shopping centre for a reason. Students need to have the level playing field so they are all assessed equally. How would you assess the bandsawn jewellery box against a webpage for a community group against a dress for a formal occasion against a TV unit against a coffee table. This is the dilemma that the practical project markers are up against every day and the reason that they have about a month's solid training in marking these projects. Before they grade a single student's work, they have marked about 60-80 example projects and have to correspond to the correct grade on each, to ensure integrity of the process.)
Note also that Design and Technology practical project is split into three sections:
15 marks: Project Proposal and Project Management
35 marks: Project Development and Realisation
10 marks: Evaluation
To see what's required for the 60/60 mark, see the detail in the marking guidelines for Design and Technology given above against each of these subheadings, as well as the one-pager - requirements for the band 6 grading.
What I'm guessing that you've been asked to do is to assist the student in their evaluation, but it is a guess. A document on letterhead stating what your thoughts on the project design and execution are, as an independent expert, would assist the student in this regard.
Thankyou for taking the time for this student. It is very much appreciated.
Cheers,
'eddie'
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