PROJECT+3

= PROJECT 3 =

Students were asked to create an interactive presentation about events in the Russian Revolution and their impact on Baku. The presentations were expected to allow for input from the user through the use of a sophisticated navigation system which included tools such as hyperlinks and a home page, and is of a level of complexity that is expected from students in their final year of the programme. The students were given 10 weeks to complete the project.

INVESTIGATE This work achieved level 6 because the student: > > > DESIGN This work achieved level 6 because the student: > > PLAN This work achieved level 6 because the student: > > CREATE This work achieved level 6 because the student: > > > EVALUATE This work achieved level 6 because the student: > > > > ATTITUDES IN TECHNOLOGY FINAL PRODUCT
 * ~ Achievement level ||~ Level descriptor ||
 * 5–6 || The student **explains** the problem, **discussing** its relevance. The student critically investigates the problem,**evaluating** information from a **broad range** of **appropriate**, **acknowledged** sources. The student describes**detailed** methods for appropriate testing to **evaluate** the product/solution against the design specification. ||
 * explains the problem that is presented to him/her by the teacher in the first page. The student mentions the relevance again in the first paragraph, for example, “it is important to educate people of the Russian Revolution and its causes so that the same mistake does not happen again in the 21st century.” … “so it is really important that we being the citizens of Baku know about our country’s history.”
 * covers in depth the information required for the presentation, in terms of content and technical details. The information gathered is appropriate for the task and from a wide range of sources. All sources are documented in a bibliography page at the end of the investigation
 * produces a detailed list of design specifications referring, in particular, to the operation and visual aspects of the product. Four detailed tests are described including one particular test to check against all of the points of the design specification.
 * ~ Achievement level ||~ Level descriptor ||
 * 5–6 || The student generates a **range** of **feasible** designs, **each evaluated** against the design specification. The student justifies the chosen design and **evaluates** it fully and critically against the design specification. ||
 * produces four different designs documented in a storyboard format, that are all feasible (can be made). Each is evaluated against the full design specifications with comments as to whether they meet the design specifications or not
 * fully evaluates the chosen design to ensure it meets with the design specifications and reasons are given as to why this particular design is chosen. This chosen design is developed into a storyboard which can be utilized in the planning stage.
 * ~ Achievement level ||~ Level descriptor ||
 * 5–6 || The student produces a plan that contains a **number** of **detailed**, **logical** steps that describe the use of resources and time. The student critically evaluates the plan and justifies any modifications to the design. ||
 * produces a clear and annotated storyboard of the final idea. She also produces a very detailed plan that describes every step of the creation
 * evaluates the plan critically in the last page and a half of the planning stage and justifies the changes that she would like to have based on this evaluation, for example, not having the on/off button for the music.
 * ~ Achievement level ||~ Level descriptor ||
 * 5–6 || The student **competently uses** appropriate techniques and equipment. The student follows the plan and **justifies**any modifications made, resulting in a product/solution of **appropriate** quality using the resources available. ||
 * competently uses appropriate techniques in creating the presentation. The process of creation is documented in a journal which is appropriately detailed and dated. Several screenshots of the product have been inserted at critical points to illustrate the process of creation
 * documents and justifies, in the journal, where changes are made to the planning
 * uses a high level of computer skills to create a final product of an excellent standard.
 * ~ Achievement level ||~ Level descriptor ||
 * 5–6 || The student evaluates the success of the product/solution in an objective manner based on the **results of testing**, and the **views of the intended users**. The student provides an evaluation of his or her own performance **at each stage of the design cycle** and suggests improvements. The student provides an appropriate evaluation of the**impact** of the product/solution on life, society and/or the environment. ||
 * <span style="background-color: #ffffff; font-family: arial,helvetica,clean,sans-serif;">evaluates the final product against the design specification through the use of a self-evaluation checklist by making comments on how and why (or why not) each specification was carried out
 * <span style="background-color: #ffffff; font-family: arial,helvetica,clean,sans-serif;">conducts beta testing with an expert as well as potential end-users to increase objectivity and analyses these results
 * <span style="background-color: #ffffff; font-family: arial,helvetica,clean,sans-serif;">evaluates her performance at every stage of the design cycle in a very detailed manner
 * <span style="background-color: #ffffff; font-family: arial,helvetica,clean,sans-serif;">explains the impact of her product on the intended users realistically and simply; students will know more about the Russian Revolution and Baku.