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- Title: Draft for Pilot 2023
- Description: Digital Technologies Learning Matrix
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- Description: Digital Technologies Learning Matrix
Past Matrices:
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- Title: Draft for Pilot 2023
- Description: Digital Technologies Learning Matrix
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2023-04/DT%20Learning%20Matrix.pdf?VersionId=R6dYyrmfiQ8MHgyNi97oDQI.8iSW3m9p
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- Draft for Pilot 2023.pdf
- Description: Digital Technologies Learning Matrix
[ File Resource ]
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What is Digital Technologies about?
[ Video Resource ]
- Title: Digital Technologies
- Description: Digital Technologies Subject Expert Group members discuss their experiences in the Review of Achievement Standards
- Video Duration: 5 minutes
- Video URL: https://player.vimeo.com/video/571883113
- Transcript: In conversation with Melinda Stevenson Jim Bell John Creighton Transcript below: I think that teachers will notice a reduction in their workload. I believe that it will give them a lot more flexibility for programme planning
In conversation with
Melinda Stevenson
Jim Bell
John Creighton
Transcript below:
I think that teachers will notice a reduction in their workload. I believe that it will give them a lot more flexibility for programme planning, because assessment won't be driving what they're doing anymore. There'll be a lot more freedom to teach the significant learning.
I think the teachers will have a much greater focus on the fun things, the teaching and the learning, rather than the assessing. The stuff that they want to do in the classroom will come to the front.
We're not changing the curriculum, all the ideas that are in there are still there. They're still up for teaching, that's the fun stuff you were talking about. But the way that it's assessed is not going to be so fine-grained and focused on lots of little topics.
I think it'll help students to see it as the big picture and some major topics, rather than lots of small things. I also think teachers will see a strong link between the learning matrix and the significant learning and the progress outcomes.
They were kind of part of the foundation, weren't they. So there's no surprises there, it's not new, it's just how we're approaching it has changed a little.
We've worked really hard to ensure that we are capturing te ao Māori and Māori knowledge. Making sure that our Māori and our Pasifika students can see themselves in the assessment work and the programmes of learning that are being put together. I think it's a really valuable angle to be coming from. Because designing digital technologies is basically manākitanga. You're designing something to help people to raise their mana, not destroy it. Coming from that focus has really been positive for everyone.
The key thing is we want learners to see themselves, to have a vision for how this could be something that they do. To have it as part of their world is a really important aspect. And having those principles, interwoven from the ground up, means that they're not bolted on, they're not optional, they're explicit but they're accessible, so everyone can access them.
Everyone should be able to start seeing how they can change their programmes.
We also talked about linking more, or strengthening our links to parents, whānau, and community, didn't we? Accessing their knowledge as well. That's also been integrated into our work.
I've enjoyed working with a like-minded professional group of teachers where we can talk about the tough stuff, the mana ōrite mātauranga Māori. We really need to debate how that would work in digital technologies.
I've really enjoyed those robust discussions. Putting the students at the centre, that's been really good too, remembering what our core business is and that's to engage our students, and to help them on their educational journey. That's been great. There's an acknowledgment that the education system is very constrained. There's limited budgets, there's limited time, limited resources. Students themselves have limited time, there's so many things we'd love to do. So yeah, trying to put that jigsaw together with all of those constraints and develop something that will still achieve the goals is a fun challenge.
It is.
Coming to the table and seeing so many different perspectives, and trying to understand other people's perspectives in the area that they're coming from and representing.
Knowing everyone's trying to do the best for the people that they care about. Having that around the table has been a good growing experience for me.
My advice would be to be proactive. To look at the learning matrix, familiarise yourself with that. Be brave. Rely on your colleagues and your subject associations.
I think the subject associations are going to play a big role in this transition into the new Standards.
There are lots of other teachers in the same boat all experiencing change. It's learning and working together collectively to build your knowledge and your understanding.
I think realising that change is happening, and that everyone is going to be experiencing that change so that people aren't going to be alone on that journey.
Echoing what you said. There is a survey coming out on the proposed new level 2 and 3 subjects, for people to engage with that, and to respond to the survey. Because their voice is important. We want to hear what they think about that list.
One of the key things is to be aware that there are going to be resources, that there's going to be support. But to look for that support, and to engage with it.
Be aware that this has been designed for the benefit of students. Keep the students at the centre of your teaching and planning.
Subject-specific terms can be found in the glossary.
Technology is intervention by design. Digital Technologies focuses on building ākonga capability to apply technological ideas within a digital environment. Digital Technologies is a broad subject that covers many domains, for example:
- software programming
- electronic environments and embedded systems
- digital information systems
- digital media.
As they study, ākonga will develop computational thinking skills and the ability to design and develop digital outcomes. They will also learn how computers represent and process data — the fundamental material of the subject. Ākonga will develop an understanding of how data can be organised and the ethical issues surrounding its use. They will learn about the digital design and development processes used to create, test, and evaluate digital outcomes. Ākonga will practise manaakitanga as they learn to prioritise users in the outcomes they develop, and understand how Digital Technologies outcomes impact on the people who use them.
Finally, ākonga will learn fundamental principles and concepts that existing and emerging technologies are built on. This knowledge will allow them to quickly adapt to the challenges and opportunities offered by new technologies. They will become informed users, and innovative creators, of technology.
Subject-specific terms can be found in the glossary.
Technology is intervention by design. Digital Technologies focuses on building ākonga capability to apply technological ideas within a digital environment. Digital Technologies is a broad subject that covers many domains, for example:
- software programming
- electronic environments and embedded systems
- digital information systems
- digital media.
As they study, ākonga will develop computational thinking skills and the ability to design and develop digital outcomes. They will also learn how computers represent and process data — the fundamental material of the subject. Ākonga will develop an understanding of how data can be organised and the ethical issues surrounding its use. They will learn about the digital design and development processes used to create, test, and evaluate digital outcomes. Ākonga will practise manaakitanga as they learn to prioritise users in the outcomes they develop, and understand how Digital Technologies outcomes impact on the people who use them.
Finally, ākonga will learn fundamental principles and concepts that existing and emerging technologies are built on. This knowledge will allow them to quickly adapt to the challenges and opportunities offered by new technologies. They will become informed users, and innovative creators, of technology.
Big Ideas and Significant Learning
This section outlines the meaning of, and connection between, the Big Ideas and Significant Learning, which together form the Learning Matrix. It then explains each Digital Technologies Big Idea.
The Technology Learning Area, including its whakataukī, inform this subject's Significant Learning — learning that is critical for students to know, understand, and do in a subject by the end of each Curriculum Level. This covers knowledge, skills, competencies, and attitudes. It also includes level-appropriate contexts students should encounter in their education.
The Learning Area's whakataukī is:
Kaua e rangiruatia te hāpai o te hoe; e kore tō tātou waka e ū ki uta.
Do not lift the paddle out of unison; our canoe will never reach the shore.
The subject's Big Ideas and Significant Learning are collated into a Learning Matrix for Curriculum Level 6. Teachers can use the Learning Matrix as a tool to construct learning programmes that cover all the not-to-be-missed learning in a subject. There is no prescribed order to the Learning Matrix within each level. A programme of learning might begin with a context that is relevant to the local area of the school or an idea that students are particularly interested in. This context or topic must relate to at least one Big Idea and may also link to other Big Ideas.
There are four Big Ideas in Digital Technologies. The nature of this subject as a discipline means aspects of Significant Learning often cross over multiple Big Ideas, and vice versa.
This section outlines the meaning of, and connection between, the Big Ideas and Significant Learning, which together form the Learning Matrix. It then explains each Digital Technologies Big Idea.
The Technology Learning Area, including its whakataukī, inform this subject's Significant Learning — learning that is critical for students to know, understand, and do in a subject by the end of each Curriculum Level. This covers knowledge, skills, competencies, and attitudes. It also includes level-appropriate contexts students should encounter in their education.
The Learning Area's whakataukī is:
Kaua e rangiruatia te hāpai o te hoe; e kore tō tātou waka e ū ki uta.
Do not lift the paddle out of unison; our canoe will never reach the shore.
The subject's Big Ideas and Significant Learning are collated into a Learning Matrix for Curriculum Level 6. Teachers can use the Learning Matrix as a tool to construct learning programmes that cover all the not-to-be-missed learning in a subject. There is no prescribed order to the Learning Matrix within each level. A programme of learning might begin with a context that is relevant to the local area of the school or an idea that students are particularly interested in. This context or topic must relate to at least one Big Idea and may also link to other Big Ideas.
There are four Big Ideas in Digital Technologies. The nature of this subject as a discipline means aspects of Significant Learning often cross over multiple Big Ideas, and vice versa.
Big Idea Body:
Digital technologies are influenced by the worldview and experiences of the people who create them. Ākonga will bring their unique backgrounds and experiences to this subject and to the outcomes they create.
At the same time, technology serves people, and creators of digital outcomes have a responsibility to practise and model manaakitanga for the people who will use these outcomes. They will also learn about their responsibility to protect the digital resources they use, and practise kaitiakitanga for this data. Ākonga will learn to consider the perspectives of others and use an ao Māori lens to critically examine their work. They will also appreciate that usability heuristics and end-user experience are key considerations in the design of software systems.
The discipline of Digital Technologies embodies whanaungatanga. Outcomes are made by people, for people, within cultural, social, and environmental contexts
Digital technologies are influenced by the worldview and experiences of the people who create them. Ākonga will bring their unique backgrounds and experiences to this subject and to the outcomes they create.
At the same time, technology serves people, and creators of digital outcomes have a responsibility to practise and model manaakitanga for the people who will use these outcomes. They will also learn about their responsibility to protect the digital resources they use, and practise kaitiakitanga for this data. Ākonga will learn to consider the perspectives of others and use an ao Māori lens to critically examine their work. They will also appreciate that usability heuristics and end-user experience are key considerations in the design of software systems.
Big Idea Body:
Digital technologies outcomes are designed to address an identified need or opportunity and are developed by following, and building on, established tikanga. Ākonga will learn that there are different design processes grounded in different traditions and each follows its own tikanga. They will also follow an iterative process to develop digital outcomes using a cycle of testing, refining, and re-testing.
Working with others is key to these processes. Talanoa, mahi tahi or collaboration, and whakahoki kōrero or feedback, allows a technologist to draw on the knowledge of others to strengthen the design and outcome, increasing its fitness for purpose.
Evaluation of the design or outcome gives ākonga the opportunity to reflect on their work and how well it addresses the need or meets the opportunity identified at the beginning of the process.
Digital outcomes are created for a purpose by following established processes
Digital technologies outcomes are designed to address an identified need or opportunity and are developed by following, and building on, established tikanga. Ākonga will learn that there are different design processes grounded in different traditions and each follows its own tikanga. They will also follow an iterative process to develop digital outcomes using a cycle of testing, refining, and re-testing.
Working with others is key to these processes. Talanoa, mahi tahi or collaboration, and whakahoki kōrero or feedback, allows a technologist to draw on the knowledge of others to strengthen the design and outcome, increasing its fitness for purpose.
Evaluation of the design or outcome gives ākonga the opportunity to reflect on their work and how well it addresses the need or meets the opportunity identified at the beginning of the process.
Big Idea Body:
Computers are flexible and universal machines. They use data and algorithms to create connections, solve problems, and perform tasks humans cannot. Ākonga will understand how knowledge, skills, and collaboration in this field allows people to improve outcomes and develop new solutions to existing problems. They will appreciate that the boundaries of what is possible are not fixed, and in many ways, are limited only by human imagination.
Digital Technologies is a fast-moving discipline driven by auahatanga — innovative thinking. Ākonga will learn through creation and experimentation and will be encouraged to raweke with the tools they use, and be bold and imaginative with their ideas.
The discipline of Digital Technologies embodies auahatanga. Outcomes solve problems and enhance and expand human possibilities
Computers are flexible and universal machines. They use data and algorithms to create connections, solve problems, and perform tasks humans cannot. Ākonga will understand how knowledge, skills, and collaboration in this field allows people to improve outcomes and develop new solutions to existing problems. They will appreciate that the boundaries of what is possible are not fixed, and in many ways, are limited only by human imagination.
Digital Technologies is a fast-moving discipline driven by auahatanga — innovative thinking. Ākonga will learn through creation and experimentation and will be encouraged to raweke with the tools they use, and be bold and imaginative with their ideas.
Big Idea Body:
Computers are information processing agents. Their power lies in their capacity to process vast quantities of information very quickly. This power is exploited through the implementation of algorithms — precise instructions for solving problems that a computer can follow mechanically. Computers can execute any algorithm we programme them to use, and this makes them exceptionally flexible and useful. Ākonga will learn about some of the algorithms and computer science principles that underpin all the digital tools we use and rely on.
All digital technologies are underpinned by algorithms and computer science principles
Computers are information processing agents. Their power lies in their capacity to process vast quantities of information very quickly. This power is exploited through the implementation of algorithms — precise instructions for solving problems that a computer can follow mechanically. Computers can execute any algorithm we programme them to use, and this makes them exceptionally flexible and useful. Ākonga will learn about some of the algorithms and computer science principles that underpin all the digital tools we use and rely on.
Key Competencies in Digital Technologies
Developing Key Competencies through Digital Technologies
Digital Technologies allows ākonga to utilise their thinking and creative skills, their interpersonal skills, and their self management skills as they create digital outcomes for use by themselves and others. The curriculum Key Competencies are woven through the Digital Technologies Significant Learning and Big Ideas. Ākonga will develop the following Key Competencies:
Thinking
Students of Digital Technologies will:
- practise computational thinking: decomposition, abstraction, pattern recognition, algorithms, logic, and evaluation
- identify user needs and requirements
- understand and apply design methodologies
- understand and develop knowledge of aesthetic and functional considerations
- understand and apply conventions and established processes
- learn and practise techniques in new domains, using specialist software
- critically investigate existing and emerging technologies and their impacts
- use a range of perspectives to evaluate outcomes
- demonstrate creative thinking.
Using language, symbols and text
Students of Digital Technologies will:
- apply usability heuristics principles
- understand how to represent data effectively
- understand that the symbols and colours that are used in interfaces will communicate different meanings to different cultures, and how to use these carefully
- use common programming and markup languages and notations
- use discipline-specific terminology for clear communication during development
- use Digital Technology design notations such as schematics and flowcharts
- use documentation and style guides
- engage in kōrero for telling their own digital technology practice story and articulating their decision making process
- understand that domains have their own syntaxes and use these accurately.
Relating to others
Students of Digital Technologies will:
- practice manaakitanga to develop a user experience approach, constantly thinking of the outcome's end-user
- understand and consider how their outcomes exist in bicultural Aotearoa New Zealand through applying an ao Māori lens and different perspectives
- identify and gather a range of perspectives to influence their own design
- gather and provide feedback throughout the design, development, and testing processes to improve designs and outcomes
- understand how digital technologies outcomes impact not just the end user, but a wider population of the local and global community
- engage and participate in a team.
Managing self
Students of Digital Technologies will:
- manage their time and resources effectively, to see a project to conclusion
- develop an awareness of their own strengths and weaknesses
- have the courage to seek new information or try new techniques — they will feel free to 'fail safe, fail fast'
- practise perseverance and resilience
- be aware of personal opinions and biases when engaging in collaborative work
- understand the importance of manaakitanga and ethical practices as they relate to people in digital technology and work to include these considerations in their processes and work.
Participating and contributing
Students of Digital Technologies will:
- communicate and collaborate with others around the development of an outcome
- understand that inquiry, action, and development processes require the consideration of different perspectives.
Key Competencies
This section of The New Zealand Curriculum Online offers specific guidance to school leaders and teachers on integrating the Key Competencies into the daily activities of the school and its Teaching and Learning Programmes.
Developing Key Competencies through Digital Technologies
Digital Technologies allows ākonga to utilise their thinking and creative skills, their interpersonal skills, and their self management skills as they create digital outcomes for use by themselves and others. The curriculum Key Competencies are woven through the Digital Technologies Significant Learning and Big Ideas. Ākonga will develop the following Key Competencies:
Thinking
Students of Digital Technologies will:
- practise computational thinking: decomposition, abstraction, pattern recognition, algorithms, logic, and evaluation
- identify user needs and requirements
- understand and apply design methodologies
- understand and develop knowledge of aesthetic and functional considerations
- understand and apply conventions and established processes
- learn and practise techniques in new domains, using specialist software
- critically investigate existing and emerging technologies and their impacts
- use a range of perspectives to evaluate outcomes
- demonstrate creative thinking.
Using language, symbols and text
Students of Digital Technologies will:
- apply usability heuristics principles
- understand how to represent data effectively
- understand that the symbols and colours that are used in interfaces will communicate different meanings to different cultures, and how to use these carefully
- use common programming and markup languages and notations
- use discipline-specific terminology for clear communication during development
- use Digital Technology design notations such as schematics and flowcharts
- use documentation and style guides
- engage in kōrero for telling their own digital technology practice story and articulating their decision making process
- understand that domains have their own syntaxes and use these accurately.
Relating to others
Students of Digital Technologies will:
- practice manaakitanga to develop a user experience approach, constantly thinking of the outcome's end-user
- understand and consider how their outcomes exist in bicultural Aotearoa New Zealand through applying an ao Māori lens and different perspectives
- identify and gather a range of perspectives to influence their own design
- gather and provide feedback throughout the design, development, and testing processes to improve designs and outcomes
- understand how digital technologies outcomes impact not just the end user, but a wider population of the local and global community
- engage and participate in a team.
Managing self
Students of Digital Technologies will:
- manage their time and resources effectively, to see a project to conclusion
- develop an awareness of their own strengths and weaknesses
- have the courage to seek new information or try new techniques — they will feel free to 'fail safe, fail fast'
- practise perseverance and resilience
- be aware of personal opinions and biases when engaging in collaborative work
- understand the importance of manaakitanga and ethical practices as they relate to people in digital technology and work to include these considerations in their processes and work.
Participating and contributing
Students of Digital Technologies will:
- communicate and collaborate with others around the development of an outcome
- understand that inquiry, action, and development processes require the consideration of different perspectives.
Key Competencies
This section of The New Zealand Curriculum Online offers specific guidance to school leaders and teachers on integrating the Key Competencies into the daily activities of the school and its Teaching and Learning Programmes.
Connections
Digital Technologies has connections to many subjects, including:
- all subjects within the Technology Learning Area
- Science (especially Physics)
- Mathematics and Statistics
- English
- Social Studies
- other design-related subjects within The Arts Learning Area.
Digital Technologies has connections to many subjects, including:
- all subjects within the Technology Learning Area
- Science (especially Physics)
- Mathematics and Statistics
- English
- Social Studies
- other design-related subjects within The Arts Learning Area.
Learning Pathway
A grounding in Digital Technologies is helpful for many career pathways. Specific Digital Technologies career pathways for ākonga are wide and varied and include creative endeavours such as interactive design and more technical pathways such as software engineering or support. The skills and attributes acquired through Digital Technologies will also prepare ākonga for related fields such as business or communications.
A grounding in Digital Technologies is helpful for many career pathways. Specific Digital Technologies career pathways for ākonga are wide and varied and include creative endeavours such as interactive design and more technical pathways such as software engineering or support. The skills and attributes acquired through Digital Technologies will also prepare ākonga for related fields such as business or communications.
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Introduction to Sample Course Outlines
Sample Course Outlines are being produced to help teachers and schools understand the new NCEA Learning and Assessment Matrices. Examples of how a year-long Digital Technologies course could be constructed using the new Learning and Assessment Matrices are provided here. They are indicative only and do not mandate any particular context or approach.
Sample Course Outlines are being produced to help teachers and schools understand the new NCEA Learning and Assessment Matrices. Examples of how a year-long Digital Technologies course could be constructed using the new Learning and Assessment Matrices are provided here. They are indicative only and do not mandate any particular context or approach.
More Support
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Assessment Matrix
Conditions of Assessment for internally assessed standards
These Conditions provide guidelines for assessment against internally assessed Achievement Standards. Guidance is provided on:
- specific requirements for all assessments against this Standard
- appropriate ways of, and conditions for, gathering evidence
- ensuring that evidence is authentic.
Assessors must be familiar with guidance on assessment practice in learning centres, including enforcing timeframes and deadlines. The NZQA website offers resources that would be useful to read in conjunction with these Conditions of Assessment.
The learning centre’s Assessment Policy and Conditions of Assessment must be consistent with NZQA’s Assessment Rules for Schools with Consent to Assess. This link includes guidance for managing internal moderation and the collection of evidence.
Gathering Evidence
Internal assessment provides considerable flexibility in the collection of evidence. Evidence can be collected in different ways to suit a range of teaching and learning styles, and a range of contexts of teaching and learning. Care needs to be taken to allow students opportunities to present their best evidence against the Standard(s) that are free from unnecessary constraints.
It is recommended that the design of assessment reflects and reinforces the ways students have been learning. Collection of evidence for the internally assessed Standards could include, but is not restricted to, an extended task, an investigation, digital evidence (such as recorded interviews, blogs, photographs, or film), or a portfolio of evidence.
A separate assessment event is not needed for each Standard. Often assessment can be integrated into one activity that collects evidence towards two or three different Standards from a programme of learning. Evidence can also be collected over time from a range of linked activities (for example, in a portfolio).
Effective assessment should suit the nature of the learning being assessed, provide opportunities to meet the diverse needs of all students, and be valid and fair.
Ensuring Authenticity of Evidence
Authenticity of student evidence needs to be assured regardless of the method of collecting evidence. This must be in line with the learning centre’s policy and NZQA’s Assessment Rules for Schools with Consent to Assess.
Ensure that the student’s evidence is individually identifiable and represents the student’s own work. This includes evidence submitted as part of a group assessment and evidence produced outside of class time or assessor supervision. For example, an investigation carried out over several sessions could include assessor observations, meeting with the student at a set milestone, or student’s use of a journal or photographic entries to record progress.
These Conditions provide guidelines for assessment against internally assessed Achievement Standards. Guidance is provided on:
- specific requirements for all assessments against this Standard
- appropriate ways of, and conditions for, gathering evidence
- ensuring that evidence is authentic.
Assessors must be familiar with guidance on assessment practice in learning centres, including enforcing timeframes and deadlines. The NZQA website offers resources that would be useful to read in conjunction with these Conditions of Assessment.
The learning centre’s Assessment Policy and Conditions of Assessment must be consistent with NZQA’s Assessment Rules for Schools with Consent to Assess. This link includes guidance for managing internal moderation and the collection of evidence.
Gathering Evidence
Internal assessment provides considerable flexibility in the collection of evidence. Evidence can be collected in different ways to suit a range of teaching and learning styles, and a range of contexts of teaching and learning. Care needs to be taken to allow students opportunities to present their best evidence against the Standard(s) that are free from unnecessary constraints.
It is recommended that the design of assessment reflects and reinforces the ways students have been learning. Collection of evidence for the internally assessed Standards could include, but is not restricted to, an extended task, an investigation, digital evidence (such as recorded interviews, blogs, photographs, or film), or a portfolio of evidence.
A separate assessment event is not needed for each Standard. Often assessment can be integrated into one activity that collects evidence towards two or three different Standards from a programme of learning. Evidence can also be collected over time from a range of linked activities (for example, in a portfolio).
Effective assessment should suit the nature of the learning being assessed, provide opportunities to meet the diverse needs of all students, and be valid and fair.
Ensuring Authenticity of Evidence
Authenticity of student evidence needs to be assured regardless of the method of collecting evidence. This must be in line with the learning centre’s policy and NZQA’s Assessment Rules for Schools with Consent to Assess.
Ensure that the student’s evidence is individually identifiable and represents the student’s own work. This includes evidence submitted as part of a group assessment and evidence produced outside of class time or assessor supervision. For example, an investigation carried out over several sessions could include assessor observations, meeting with the student at a set milestone, or student’s use of a journal or photographic entries to record progress.
Assessor involvement during the assessment event is limited to providing general feedback which suggests sections of student code or documentation that would benefit from further development or skills a student may need to revisit across the work. Student work which has received sustained or detailed feedback is not suitable for submission towards this Standard.
Submissions should consist of the student’s program (or source code) and evidence of testing. Testing could be:
- either an organised test table with rows for each test showing the test case, the expected result of the test, the actual result of the test, and improvements made to the program based on testing
- a video walk-through where they describe the test conditions that they considered, demonstrating what happens when these conditions are encountered, and how they were addressed during development.
Selection of evidence for submission is to be carried out by the student.
Students may use a text-based language or a graphical one.
Evidence for all parts of this assessment can be in te reo Māori, English, or New Zealand Sign Language.
Assessor involvement during the assessment event is limited to providing general feedback which suggests sections of student work that would benefit from further development or skills a student may need to revisit across the work. Student work which has received sustained or detailed feedback is not suitable for submission towards this Standard.
It is anticipated that where possible evidence for this Standard will be evident in the outcome itself. Where this is not the case, the following could be accepted as additional evidence:
- annotated screenshots
- audio or video recordings, or screencasts
- planning boards
- testing documentation (such as testing tables)
- images
- descriptions of what they have done and why.
Submissions should consist of no more than 5 A4 pages or no more than 3 minutes of video or audio. Selection of evidence for submission is to be carried out by the student.
Evidence for all parts of this assessment can be in te reo Māori, English, or New Zealand Sign Language.