PROJECT+2

= PROJECT 2 =

This task illustrates some of the challenges students face when a task is somewhat contrived. The student is able to achieve a high level, because she seeks out a target audience that is accessible. Although the discussion of the impact of the actual product can only be speculated, she is able to analyse opinions of the actual target audience. This task expects the students to investigate marketing, through the examination of a product of their choice, and to attempt to re-launch this product with a new advertisement. The students had 10 weeks to investigate, design and plan to create a marketing idea to re-launch and promote the existing product. Please note that there is no create element to this example of student work; please refer to the final product instead. The music has been removed from the video of the final piece for copyright reasons.

INVESTIGATE This work achieved level 5 because the student: > > > The student would have achieved a higher level if she had: > DESIGN This work achieved level 6 because the student: > > PLAN
 * ~ 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 to be solved in detail by including background research on marketing and how this impacts on products
 * uses a broad range of research methods to investigate all aspects of the problem using the internet, surveys, TV advertising, and so on. All sources are compiled in one bibliography page at the end of the investigation stage
 * outlines three different methods of testing the product to ensure that all design specifications are examined.
 * discussed the relevance of the problem to be solved, which is somewhat problematic for this task, as the relevance is conceptual, based on the fact that the problem given is not a real-world problem for the student.
 * ~ 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 a range of designs for one product (video) that are different in nature, however, she also produces designs for some alternative products (poster and paper adverts) which is not required but does not detract from the level awarded. All ideas can actually be made. Each of these five designs is effectively drawn and clearly annotated. Each design is evaluated against the design specification both in a checklist and a written explanation
 * analyses the chosen design thoroughly with reference to every point of the design specification. A comment is also included to justify how each point is being met in the chosen design. A very detailed and developed storyboard of the final design is provided along with a detailed explanation of the final design.

CREATE This work achieved level 6 because the student: > > > EVALUATE This work achieved level 6 because the student: > > > ATTITUDES IN TECHNOLOGY Maximum: 6 > > This work achieved level 6 because the student: > FINAL PRODUCT
 * ~ 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. ||
 * <span style="background-color: #ffffff; font-family: arial,helvetica,clean,sans-serif;">clearly follows the plan, by referring to it continually within the documentation of the creation stage. Screenshots of the final product are also included as part of the documentation to illustrate the different aspects of creation
 * <span style="background-color: #ffffff; font-family: arial,helvetica,clean,sans-serif;">explains the changes carried out during the creation stage and justifies why these changes are made, as well as why some parts of the plan are not carried out
 * <span style="background-color: #ffffff; font-family: arial,helvetica,clean,sans-serif;">produces a video of an excellent quality containing a variety of techniques, such as special effects, fades, and stop motion. In addition, music was added to create an atmosphere in conjunction with the scenes being displayed.
 * ~ 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 and thoroughly explains how it complies with these specifications. To evaluate and test the final product in an objective manner, a survey is given to 20 people (males and females of different age groups), and the student then records positive and negative feedback from the survey which is documented in a table. She increases the objectivity of her results when she tests the product a second time by showing the video to a group of people and documenting her observations of the viewers and their feedback
 * <span style="background-color: #ffffff; font-family: arial,helvetica,clean,sans-serif;">evaluates her performance at every stage of the design cycle. Modifications and improvements are suggested based on the overall evaluation of the final product
 * <span style="background-color: #ffffff; font-family: arial,helvetica,clean,sans-serif;">provides an appropriate evaluation of the impact of the product on the end-users, however, makes some misguided attempts to discuss the impact of the solution on the environment in order to address all of the descriptors for this criterion band. This is not necessary, as the student clearly states her product does not impact the environment and therefore this need not be commented upon. In this case it does not distract from her initial appropriate comments.
 * <span style="background-color: #ffffff; font-family: arial,helvetica,clean,sans-serif;">Personal engagement (motivation, independence, general positive attitude).
 * <span style="background-color: #ffffff; font-family: arial,helvetica,clean,sans-serif;">Attitudes towards safety, cooperation and respect for others.
 * ~ Achievement level ||~ Level descriptor ||
 * 5–6 || The student **consistently** displays a satisfactory standard in **both** of the aspects listed above. ||
 * <span style="background-color: #ffffff; font-family: arial,helvetica,clean,sans-serif;">shows a high level of personal engagement and positivity towards her work. She has worked independently and has been supportive of others. Overall she has worked exceptionally well throughout (taken from the teacher’s comments on the back of the F3 form).