National Certificate of Educational Achievement

Internal Assessment Resource

Title: Road Safety Interactive Graphic

Supports internal assessment for Achievement Standard 91073: Implement basic procedures to

produce a specified digital media outcome

Subject reference: Digital Technologies 1.43

Credits: 4 credits

QAAM registration no. 3045

These materials have been certified by NZQA as meeting the requirements of the national

standard. These materials must still be submitted for external moderation requirements by

assessors when requested by NZQA

This resource:

clarifies the requirements of the assessment standard

supports good assessment practice

should be subjected to the school’s usual assessment quality assurance process

should be modified to make the context relevant to students in their school environment and to

ensure that submitted evidence is authentic.

Authenticity of evidence

Using this assessment resource without modification may mean that students’ work is not authentic.

Teachers must manage authenticity for any assessment from a public source, because students may have access to the

assessment schedule or student exemplar material.

The teacher may need to change figures, measurements or data sources or set a different context or topic to be investigated

or a different text to read or perform.

Published by the NZ Transport Agency, 2012

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Internal Assessment ResourceSubject reference: Digital Technologies 1.43 Achievement Standard 91073: Implement basic procedures to produce a specified digital media outcome

Title: Road Safety Interactive Graphic

Guidelines for TeachersThe following guidelines are supplied to ensure that teachers can carry out valid and consistent assessment using this internal assessment resource. Teachers need to be familiar with the outcome being assessed by this standard (Achievement Standard in Digital Technologies 91073 [1.43]). The achievement criteria and the explanatory notes contain information, definitions, and requirements that are crucial when interpreting the standard and assessing students against it.

NZC Values applicable to this standard NZC Key Competencies applicable to this standard● excellence● innovation, inquiry, and curiosity● diversity● community and participation

● thinking● using language, symbols, and texts● managing self

This teacher resource, task and assessment schedule has been adapted from the Level 1 Technology assessment resources on the NCEA section on TKI. We are grateful to the Ministry of Education for allowing us to adapt this resource.

Achievement Criteria Curriculum Achievement Objectives

Achievement - Implement basic procedures to produce a specified digital media outcome.

Achievement with Merit - Skilfully implement basic procedures to produce a

Outcome development and evaluation● Critically analyse their own and others’

outcomes to inform the development of ideas for feasible outcomes. Undertake ongoing experimentation and functional modelling,

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specified digital media outcome.

Achievement with Excellence - Efficiently implement basic procedures to produce a specified digital media outcome.

taking account of stakeholder feedback and trialling in the physical and social environments. Use the information gained to select, justify, and develop a final outcome. Evaluate this outcome’s fitness for purpose against the brief and justify the evaluation, using feedback from stakeholders.

NB: This standard covers some aspects of the achievement objectives above. Aspects in bold are directly applicable.

Context/SettingThis standard requires students to skillfully and efficiently apply techniques to create a digital media outcome. In this context (see student task) students will be asked to produce an interactive graphic on the topic of road safety. It must incorporate original content, integrate at least two digital media types and use some “content” from at least one of the NZTA websites (see resources section). NB - students must follow legal, ethical and moral responsibilities. Specifically students should read the copyright section at the end of the resources section. The is titled “Copyright information with regards to the NZTA education and the NZTA website”

Two approaches are possible when using this standard for assessment:1. The students are stepped through the process of designing and creating a sample interactive graphic by the teacher. Then the students use the same or a similar process to produce their own interactive graphic. The students should adhere to a set of specifications (see student task). The teacher may create the specifications themselves or in discussion with the class. The teacher may allow individual students to negotiate some variations on the specifications.2. The students have been engaged in technological practice and are at the point where they have fully established the specifications for their interactive graphic and are ready to create it.

In either case, ensure that:● the materials, software, and techniques that the students plan to use will provide sufficient scope

for them to meet the requirements of the standard;● there is an agreed step-by-step plan that describes a sound and robust process for developing the

interactive graphic. This could be provided to the students or they could record the process as you walk them through creating a sample interactive graphic

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● you conference with the students and support them as they work to produce the interactive graphic

● you and/or the students have trialled the software and hardware they will be using to check that they are compatible

● the students are given guidance on the data integrity and testing procedures that they will need to apply to their work.

Prior learningEnsure that all students have the necessary prior learning before beginning this activity:

● Create (or source) a basic interactive graphic template that the students can use to make an interactive graphic using a step by step process.

● Take the students through this step by step process to create the sample interactive graphic using the template, and have them document the process i.e. by taking notes in their visual diaries or with screenshots and notes in a word / google doc. The assessment activity does not require them to create their own template; they can modify the template you have supplied, but they do need to understand how the developed template is put together.

● Give the students the opportunity to create an interactive graphic by themselves, to develop their understanding of the basic concepts of creating interactivity, importing / editing images and creating images or objects.

● Give the students multiple opportunities to practice the techniques needed for creating a basic interactive graphic.

● Check that students know how to identify legal, ethical, and moral issues that arise in publishing (for example, issues relating to copyright and privacy – refer to the Techlink website at http://www.techlink.org.nz/IP/links.htm).

● Some of the processes they may need to cover are: drawing objects, using layers, ordering, linking, importing, buttons / button states,rollover, tweening, transition/new scenes, text formatting.

● The students may also need some instruction in basic design principles i.e. Contrast/Repetition/Alignment/Proximity/Simplicity. Good resources for this are “Introduction to Digital Design Process and Principles” by Jamie Campbell (Natcoll Publishing) and “Non-Designer's Design Book” by Robin Williams.

● There is a need to provide time for students to do some learning around road safety issues. (See resources section)

ConditionsThis is an individual assessment task. It is recommended that the students be given 10 weeks (40 hours) of in-class time to complete it. This time includes the prior teaching (working through the sample interactive graphic using a template), familiarising the students with the NZTA resources and the students completing their own interactive graphic). The students should be given approximately 16 hours to

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produce their own interactive graphic. You are required to assess the way in which the techniques are implemented as well as the quality of the outcome so the students should complete all their practical work in class time. For moderation purposes, students should submit a hard and soft copy of the final interactive graphic.

Other potential conditions of assessment information for this standard can be viewed in this document (which has been produced by the MOE):http://ncea.tki.org.nz/content/download/4295/13977/file/tech_CoA_L1_23jun11.doc

Resource requirements● Access to computers and to appropriate software i.e. Flash or Powerpoint for creating the

interactive graphic and Photoshop or GIMP or Fireworks for image manipulation. The students will need access to hardware that can run this hardware.

● Access to cameras, scanners and sound recording equipment (if required).● Specifications and a step-by-step plan (or an example plan) that students can refer to when

creating they are creating their own interactive graphic.● Content. Students should get some of the content they need from one of the NZTA websites listed

below (please read the copyright section though). Other content can be sourced from the internet but should adhere to Copyright. Students can use these two websites to find Creative Commons licenesed content: http://search.creativecommons.org/ and http://www.interfacemagazine.co.nz/articles.cfm?c_id=42&id=1489

● You as the teacher could provide appropriate text and data.

Road Safety Brainstorm

NOTE: Teachers should be aware that this unit may involve the discussion of road crashes. It is likely there will be students in your class with first-hand experience of such issues, and discretion is advised. It is recommended that students are forewarned of the topic prior to the start of the unit, and that every effort is made to take students’ individual circumstances into account.

The students need to make an interactive graphic on the topic of road safety. Some students may have a narrow and (or) limited view of road safety i.e. they may perceive the topic to be purely about cars and drivers rather than a wider view. A brainstorm and (or) guided class discussion are both good ways to tackle these issues. A good starting point for the brainstorm / discussion is the question “What is a 5

transport system?” or “How many different transports options are used in NZ”. After this initial session you want the students to realise that road safety is a community wide responsibility, the choices that they make can affect their / other people’s safety and there are many types of road users (cyclists, pedestrians, passengers, drivers, horse riders). This session will hopefully get the students thinking about different options for creating an interactive graphic. Below are some websites on road safety. You may wish to take the students through these as a class.

Suggested materials on the theme of road safety:-The Cyclist Code has some interesting information on the responsibilities of the cyclisthttp://www.nzta.govt.nz/resources/roadcode/cyclist-code/-Right Car has some data on the safety of specific vehicles:http://www.rightcar.govt.nz/-NZTA youtube channel has a variety of video including: road rules, advertising campaigns, student competitions:http://www.youtube.com/user/NZTransportAgency/-The Safer Journeys website has some really good information around the measures that have been taken already to reduce journey risks:http://www.transport.govt.nz/saferjourneys/Pages/default.aspx-The page below has road tolls per “casualty type” i.e. passenger / pedestrian / driver. Although this is not very pleasant it may help students think about the wider risks i.e. the driver is not the only person at risk on the roads. Use the table on the page below to get an idea of the breakdown of different casualty types:http://www.nzta.govt.nz/resources/road-deaths/toll.html-Some general statistics on road tolls is in the table below:http://www.transport.govt.nz/research/Pages/Road-Toll.aspx-The webpage below has specific data on young peoplehttp://www.transport.govt.nz/research/Documents/Addendum-New-Zealand-high-risk-drivers-and-young-drivers.pdf-The graph halfway down the page below compares NZ road tolls with other countries.http://www.transport.govt.nz/saferjourneys/newzealandsprogressinimprovingroadsafety/-Young driver crash fact sheet: http://www.transport.govt.nz/research/Documents/Young-driver-crash-fact-sheet-2010.pdf-Geraldine Johns (2011, June 11). Licensed to kill. Magazine article in The Listener.-Geared (NSW): http://www.rta.nsw.gov.au/geared/index.html

Copyright information with regards to the NZTA education and the NZTA website

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The copyright situation for these two websites is that as long as the materials are to be reproduced for personal or in-house use, then they can be used without the further consent of the NZTA. Personal or in-house use would include students using the materials for a school project (such as this). If the materials show that they are owned by someone other than the NZTA, then the student will need to obtain the consent of that person before reproducing (if that third party has a website, then they will probably also have a copyright statement on that website that describes how their copyrighted materials can be used). If the person wants to reproduce the materials for commercial use (i.e. to make a profit) then they will need to contact the NZTA to obtain the NZTA’s consent for the materials to be used in this manner.

Project ideasBelow are some ideas on the type of road safety interactive graphic that the students could produce.

Project idea explanation / information

An interactive bike graphic This interactive graphic could have labels on different parts of a bike. When a user mouses over these labels information on safety guidelines could appear as text, an animation or as audio. An example of this could be “make sure you have functioning lights on your bike”. It could be an extension of this static graphic:http://www.nzta.govt.nz/resources/roadcode/cyclist-code/about-equipment/cycle-equipment.html

An interactive map graphic This interactive graphic could have labels on different part of a map. This could be a local map or a map of New Zealand. The labels could have interactivity which displays crash / risk data / information per specific area. Or an educational map / road layout could be produced which asks the users to identify risk areas. This could be developed into a quiz / game as part of another project.

An interactive car graphic This interactive graphic use data from Right Car (http://www.rightcar.govt.nz/) to display interactive information on the safety of specific parts of their own, a friends or family car.

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An educational sequence / story

Students could produce an interactive sequence / story on the topic of road safety e.g. “Steps and checks before taking a long car journey”

*Please make students aware of the “Copyright information with regards to the NZTA education and the NZTA website” section above in regards to use of materials from the NZTA website.

Interactive Graphic examplesBelow are links to three simple examples of interactive graphics. These are built in Flash and use simple rollovers to show additional information or present information in a sequence.http://www.nytimes.com/ref/business/20070715_GILDED_GRAPHIC.htmlhttp://www.suddenlysmart.com/examples/Computer_ports/player.htmlhttp://www.msnbc.msn.com/id/37602704/http://www.newzealand.com/int/map/http://www.ammap.com/

Additional informationStudents should not be unnecessarily disadvantaged by weak literacy skills. You may need to provide guidance or support to ensure that all students have the opportunity to explain clearly why they did what they did. This standard requires you to make judgements about the ways in which the techniques were implemented as well as about the quality of the outcome. For example, you are required to notice (for Merit) whether the student has shown “accuracy in the application of the techniques and testing procedures” and “independence with regard to decision making in the application of techniques, design elements and testing procedures” and (for Excellence) whether the student has undertaken techniques 8

and procedures “in a manner that economises the use of resources in the outcome’s production and its use”. You must be able to justify your judgements by providing evidence based on classroom observations and discussions with students.

Assessment Resources● The standard● Conditions of assessment● Assessment schedule● Sufficiency statement and exemplars

Possible local adaptationWhere local adaptations are made, teachers and schools should ensure that they have:

● checked that the adapted assessment validly assesses the achievement standard;● checked the copyright status of any material imported into the assessment resource;● complied with all internal and external quality assurance requirements.

Exemplars The following examples are where students have recorded the process of creating a logo. Although these are not examples of an interactive graphic, they show how evidence can be gathered to show evidence of implementing basic procedures.

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for student use

Internal Assessment Resource

Achievement Standard Digital Technologies 91073: Implement basic procedures to produce a specified digital media outcome

Resource reference: Digital Technologies 1.43, 91073 (version 1)Resource title: Road Safety Interactive GraphicCredits: 4

Achievement Achievement with Merit Achievement with Excellence

Implement basic procedures to produce a specified digital media outcome.

Skilfully implement basic procedures to produce a specified digital media outcome.

Efficiently implement basic procedures to produce a specified digital media outcome.

Student Instructions

IntroductionThis assessment activity requires you to create an interactive graphic on the topic of Road Safety in New Zealand. The interactive graphic should integrate at least two media types e.g. animation, image, created image/object, audio etc. These need to created yourself i.e. they need to be original.

In creating the interactive graphic, you will:● follow a step-by-step process that you have already been through with your teacher, referring to

the notes you made at that time● keep to the specifications. Your teacher may give you some specification or you may develop

specifications independently and have them confirmed by your teacher.13

Creating text content is not part of this assessment activity. You may download suitable text and other content from the Internet, as long as you address any copyright issues. Alternatively, your teacher may provide text and other content for you to use. You yourself must develop original imagery / media (such as a photograph, picture,audio, animation or diagram) to be included in your interactive graphic. Your teacher will provide you with some links to NZTA road safety websites.You will be assessed on:

● the extent to which your interactive graphic meets the specifications● the manner in which you implement the step-by-step plan and apply techniques and testing

procedures to create the specified outcome. Your independence, as well as your accuracy and efficiency, will be taken into account.

This is an individual task. You have 4 weeks (16 hours) to complete this assessment.

[teacher note: the time allowed can be adjusted to suit the needs of your students]

Planning tasksSpecifications - not assessedIf your teacher has provided specifications for the interactive graphic read and absorb them. Alternatively, devise your own specifications (see task for an example) and then confirm with your teacher that they are suitable. (This will ensure that you do not specify an outcome that is either too simple or too complex, and that you will have access to all grades of achievement.)Plan your outcomeConcept - not assessedIdentify an appropriate design concept (this may be provided by your teacher or you may have developed one as part of another project). Note to teacher: Students are not being assessed on their ability to create a design concept, but it is good practice to have a plan for an outcome before starting to create it. (this could have been done with 91046 before starting this assessment)PracticePractice the techniques you will use to create your interactive graphic until you can apply them efficiently and confidently.Familiarise yourself with the techniques in the plan, as you will need to use them as you carry each step.Some of the processes you may need to refresh are: drawing objects, using layers, ordering, linking, importing, buttons / button states,rollover, tweening, transition/new scenes, text formatting.

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TaskUse the selected software to create your road safety interactive graphic, following the agreed plan and to the agreed specifications.

Remember to think about:Legal, Ethical and Moral issues Think about how you will address the legal, ethical, and moral issues related to your outcome. You may need to seek permission to use something you have sourced (check the copyright statement on the website you are thinking about sourcing media from). You may need to think about what you put in your graphic and if it will cause offence (many people have experience of issues around road safety and could know someone who was involved in an accident); you many need to consider the age the graphic is aimed at and make it appropriate. For information more about these issues, refer to the Techlink website ( http://www.techlink.org.nz/Case-Studies/IP/definitions/copyright.htm )

Testing Think how and when you will test your developing outcome. This might mean, for example:

● visual previews of the interactive graphic (to ensure that it interactive features work appropriately throughout the development)

● visual checks (to ensure that the content displays as planned, that it is readable and legible)● final checking of usability to ensure that the interactive content can be used in the way you

intended. ● getting other people to check your interactive graphic works and is usable on a variety of

platforms

Formatting techniques and Design elements - your work will need to incorporate a variety of formatting techniques and design elementsSome formatting techniques you may use are: changing the font size, font weight, typeface, fill colour, stroke colour, stroke weight, stroke style, texture, size, angle etc.You also need to apply some design elements i.e. colour, line, shape, texture, clarity, scale, contrast, space proximity, alignment, proximity, repetition and simplicity.

For MeritYou need to be accurate in applying your techniques and testing - this would mean your interactive graphic displays (and functions) as you intended or you lined elements of your interactive graphic up.You also need to show independence in your decision making - this would mean you required minimal support from your teacher or classmates. For example you may use online tutorials / help sections / web pages to help make decisions rather than rely on the teacher to answer all of your questions.

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For ExcellenceYou need to create a fully functional interactive graphic in a straightforward and deliberate manner. This means you select and use the most efficient software tool and resources at each stage and do not resort to trial and error.

Finish and Hand InWhen you have finished, save the final version of your interactive graphic .Submit your work according to your teacher’s instructions.

Resource 1SAMPLE specifications for an interactive graphic

The interactive graphic:● has an image of a bike● has roll over buttons that give safety information to specific parts of a bike i.e. brakes, tyres etc.● has clear titles and subheadings that are easily identifiable● is easy to use● uses design principles● uses information and (or) images / ideas from at least one of the NZTA websites● uses two or more media types● has at least one piece of created media i.e. a button, part of the bike, audio instructions, audio

safety information● must be on the topic of bike safety / cycling safety

Teacher note: Specifications are short statements that describe the function of the finished product. They should not describe a particular skill or efficiency. At all grade levels the product is required to meet specifications. Skillful and efficient implementation is not required at the Achieved level.

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Assessment schedule: Digital Technologies 91073 [1.43] Road Safety Interactive Graphic

Evidence/Judgements for AchievementThe student has implemented basic procedures to produce a specified digital media outcome. [EN 2, 3,4,5,6,7,& 8]

This means the student has● applied a set of techniques to produce the specified outcome● used the appropriate features of the digital media software to edit and integrate digital

media types● applied formatting techniques and design elements as appropriate to the media type● applied data integrity and testing procedures to ensure the outcome meets the

specifications● followed legal, ethical, and moral responsibilities as appropriate

Examples of possible student responses

[Note this is a selection of possible points, not a complete response]

applied a set of techniques to produce the specified outcomeThe student has, with support, completed an interactive graphic that meets the specifications and functions as intended, although there are a few errors that do not affect the essential functioning, such as a minor link that does not work and a non-essential image that does not display correctly.

used the appropriate features of the digital media software to edit and integrate digital media typesThe student has taken relevant photographs, edited them using an imaging program, and used them in the interactive graphic.

applied formatting techniques and design elements as appropriate to the media typeThe student has used a hierarchy of headings, in fonts and colours appropriate to the selected design, to aid usability and visual hierarchy (visual hierarchy is the order in which the human eye sees elements. This order is created by the visual contrast between elements in the design. Elements with the highest contrast to their surroundings are recognized first or more quickly than the element with lower contrast. Contrast can be achieved with weight, size, colour, texture etc.)

applied data integrity and testing procedures to ensure the outcome meets the specificationsThey have proofread the text to ensure that it is readable and legible, with only minor errors, edited the

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images to remove most unwanted distractions, and checked that the interactive graphic works.The student has addressed all major issues, although they have not corrected all the minor inaccuracies that showed up during testing.

followed legal, ethical, and moral responsibilities as appropriateThe student has sought permission to use text sourced from the Internet and has referenced this text / image use correctly. Or the student has used creative commons licensing appropriately.

Below is some sample student work (a interactive map graphic). It clearly shows that text formatting has been applied and that design elements (consistent headings, heading/body text hierarchy, coloured headings, font choice) have also been applied.

Evidence/Judgements for Achievement with Merit

The student has skillfully implemented basic procedures to produce a specified digital media outcome. [EN 2, 3, 4, 5, 6, 7, & 8]

This means the student has● applied a set of techniques to produce the specified outcome● used the appropriate features of the digital media software to edit and integrate digital media types● applied formatting techniques and design elements as appropriate to the media type● applied data integrity and testing procedures to ensure the outcome meets the specifications● followed legal, ethical, and moral responsibilities as appropriate● shown accuracy in the application of techniques and testing procedures● shown independence with regard to decision making in the application of techniques and

testing procedures.

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Examples of possible student responses[Note this is a selection of possible points, not a complete response]

shown accuracy in the application of techniques and testing proceduresThe student has completed an interactive graphic that displays as intended, for example:· all buttons work and all images display correctly· images have been manipulated to fit the space available and to enhance the design conceptThe student has used rulers / grids to create alignment between elements

shown independence with regard to decision making in the application of techniques and testing procedures.The student required minimal support from the teacher or fellow classmates and made decisions independently, using online support / tutorials effectively. They may not have always used the optimal tool in the optimal way, but they needed no direct assistance to:· create a motion tween· apply a range of design elements· test the interactive graphic· create vector graphic objects

Below is some sample student work (a interactive map graphic). It shows that accuracy has been applied through the application of alignment.

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Evidence/Judgements for Achievement with Excellence

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The student has efficiently implemented basic procedures to produce a specified digital media outcome. [EN 2, 3, 4, 5, 6, 7 & 8]

This means the student has● applied a set of techniques to produce the specified outcome● used the appropriate features of the digital media software to edit and integrate digital media types● applied formatting techniques and design elements as appropriate to the media type● applied data integrity and testing procedures to ensure the outcome meets the specifications● followed legal, ethical, and moral responsibilities as appropriate● shown accuracy in the application of techniques and testing procedures● shown independence with regard to decision making in the application of techniques and testing

procedures.● undertaken techniques and procedures in a manner that economises the use of resources

in the outcomes production and its use

Examples of possible student responses[Note this is a selection of possible points, not a complete response]

undertaken techniques and procedures in a manner that economises the use of resources in the outcomes production and its useThe student created a fully functional interactive graphic in a straightforward, deliberate manner, selecting and using the most efficient tools and resources at each stage and not resorting to a trial-and-error approach.The interactive graphic displays as intended, with no errors. The links/buttons/rollovers are easily interpreted and allow the user to know when they have clicked on them. Images have been resized / cropped / re-touched before being imported into the graphic program.Objects or graphics are created in a way that is efficient and allows for easy manipulation / animation in the future i.e. use of symbols for each potential moving part on an object.

Teacher judgement will need to be used to determine whether as student has economised the use of the resources. The most common application of this is where a student has selected a tool or method to perform a task which saves time and is efficient. This can be observed by the teacher or be shown in the student’s record of their process. Below is a sample extract from a student record of process which indicates excellence.

“For my interactive graphic I decided to display safety information around a car image. I used the data from the Right Car website. I decided to take a picture of my dad’s car for use in the project. I got my dad to drive the car in front of the side of our house. The side of the house is painted white and the card is dark blue, so there was a good contrast between the car and the wall. I chose to do this because I wanted to use the magic wand in photoshop to help remove the background from the car. Having the high contrast makes this easier to do. After taking the picture I selected the background using the magic wand

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and deleted it. This method is much quicker than using the lasso tool which involves manually tracing around the outside edge of the car.”

Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the Achievement Standard.

EN is short for Explanatory Notes

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