In Level 3, students independently investigate a specialised digital technologies area and propose possible solutions to issues they identify. They work independently or within collaborative, cross-functional teams to apply an iterative development process to plan, design, develop, test and create quality, fit-for-purpose digital outcomes that enable their solutions, synthesising relevant social, ethical and end-user considerations as they develop digital content. In the outcomes they develop, students integrate specialised knowledge of digital applications and systems from a range of areas, such as: network architecture; complex electronics environments and embedded systems; interrelated computing devices, hardware and applications; digital information systems; user experience design; complex management of digital information; complex computer programs and creative digital media.
In authentic contexts and taking account of end-users, students evaluate concepts in digital technologies (for example, formal languages, network communication protocols, artificial intelligence, graphics and visual computing, big data, social algorithms) in relation to how key mechanisms underpin them and how they are applied in different scenarios when developing real world applications.
Students have their work assessed against the Level 3 Digital Technologies achievement standards. They also have the opportunity to take part in the 123Tech Challenge.
This achievement standard involves conducting a critical inquiry to propose a digital technologies outcome. The assessment activity requires students to conduct a comprehensive critical inquiry which will lead them to propose a digital technologies outcome. The inquiry process helps learners find out more about what they need to do and know to achieve a goal. Students are given the opportunity to find their own authentic solution to their inquiry. The step up from Level 2 is the requirement for students to develop and refine specific inquiry questions, undertake and critique research from reliable and expert sources by evaluating the potential for bias and inaccuracies, explaining relevant risks and possible mitigation strategies, reporting on the findings, and effectively managing the milestones and progressions. Students also need to compare and contrast differing perspectives, explaining future opportunities and their impacts, and evaluation of the strengths and weaknesses of their proposed outcome. Students also need to consider possible areas for further improvements, extensions and follow-ups, and to critique the findings. Students are required to collect evidence as they conduct their inquiry. Students are encouraged to show evidence for assessment in varied forms to minimise excessive written reports. Students can develop and present their inquiry development regularly by presenting their developments in their investigations through answering questions such as:
This achievement standard involves applying user experience methodologies to develop a design for a digital outcome. The step up from Level 2 is the requirement for students to apply user experience methodologies rather than applying conventions. Students need to explain rather than describe the purpose and requirements, investigate user experience methodologies and use these to generate design ideas. Students will need to also model and test their design. Students need to effectively use data gained from their modelling and testing to improve the design and evaluate and justify how the user experience methodologies were used and how the chosen design addresses the relevant implications, is suitable for the purpose and end user, and how the design might be further developed in the future. The idea underpinning applying user experience methodologies to develop a design for a digital outcome is for students to use user experience methodologies to generate and model a range of ideas and evaluate them. User experience methodologies within the student’s context could include:
Modelling refers to testing or trialing ideas. Modelling must result in some decision to accept an idea or refine/modify it further. Examples of modelling may include:
This achievement standard involves using complex processes to develop a digital outcome. The assessment activity requires students to develop a digital outcome, by:
Students could work individually or in groups to create a digital outcome. A group of students could work to develop individual digital outcomes that are a functioning component of a larger project. Complex processes refer to recognised project management tools and techniques that are used to develop digital technologies outcomes. Examples of techniques include Agile, Waterfall, Scrum, Kanban and Lean. Tools may include various project management software or physical resources such as Kanban boards and post-it notes. The step up from Level 2 is the requirement for students to use complex processes which are clearly specified in the Standard. Students must effectively use recognised and appropriate project management tools and techniques to plan the development and to use an authentic development environment or workflow as appropriate to the outcome type to manage feedback and/or collaborative processes. Students are required to synthesise their information gained, and to evaluate how the iterative process assisted to develop a high-quality outcome. The project should be managed as appropriate to the methodology. For example, if students are using AGILE development, students should engage in more than one iteration of ‘Plan, Develop, Test and Evaluate” as appropriate to their methodology and the time available to develop their outcome. Students need to provide evidence of their application of complex processes and the testing and trialing of the components to improve the functionality of the outcome. This could include evidence of:
This achievement standard involves using complex techniques to develop a database. This assessment task requires students to use complex techniques to develop a relational database to maintain a list of items, events, tasks for a specific purpose and end-user. For example, the student could create a database for the school notices, canteen orders, sports events for each term, a personal and/or academic goal tracking system, a cataloging (booking) system for the school tablets/laptops. This includes logically designing the structure of the database, as well as organising and querying the data logically. The student must also present the data effectively for the purpose and end-users of the database. The step up from Level 2 is the requirement for students to use complex techniques which are clearly specified in the achievement standard, the use of efficient tools and techniques in the outcomes production.Learning Resources Assessment Resource
This achievement standard involves using complex techniques to develop a digital media outcome. Students are required to create a complex media outcome that may include:
Students will show evidence of their use of iterative improvement throughout the development and testing process and their use of efficient tools and techniques in the outcome. The step up from Level 2 is the requirement for students to use complex techniques which are clearly specified in the achievement standard. Students need to also apply relevant user experience principles to improve the quality of the outcome.Learning Resources Assessment Resource Assessment Criteria
This achievement standard involves using complex techniques to develop an electronics outcome. The assessment activity requires students to use complex techniques to develop a refined electronics outcome. For example, the context could be an electronic system that uses battery power. A student then chooses to develop a Wi-fi connected water irrigation system. Students are provided with the opportunity to find their own outcome within the context. The step up from Level 2 is the requirement for students to use complex techniques which are clearly specified in the Standard. Students need to construct, test and analyse functional circuits, test, modify and debug the outcome and to explain and justify relevant communication protocols and components and subsystems. Students need to use information gathered to ensure the circuit(s) function reliably. Students should show how their design addresses relevant implications. Students will have access to a range of component options. This will allows scope to design and model their own user interface ideas. This evidence could be provided within a written report, a portfolio, a presentation or a showcase as well as their outcome.Learning Resources Assessment Resource Design Assessment Criteria Outcome Assessment Criteria
This achievement standard involves using complex techniques to develop a network. The assessment activity requires students to develop a network for a purpose that will require complex tools, procedures, protocols and techniques when installing and configuring hardware (including peripherals) and software. This includes the whole process of investigating, selecting, installing, configuring and troubleshooting the selected network (hardware and software). Examples might include tasks like creating a network scanner or a wireless print server for a 3D printer, based on a microcomputer. The step up from Level 2 is the requirement for students to use complex techniques which are clearly specified in the Standard. Students need to explain networking concepts, the behaviuor of parts and components and the OSI model and its impact on the design. Students need to address relevant implications, evaluate and apply info from testing, diagnosing, and troubleshooting to improve the quality of the network. Students must be able to demonstrate independence and accuracy of the tools, procedures, protocols and techniques when installing and configuring hardware and software to ensure the network meets end user requirements. The task chosen should be flexible enough so as to provide students with an opportunity to demonstrate their ability and personalise the task. This could be achieved with modifications like; adding an internet camera, adding sensors or adding the ability to configure and manage your network server from another computer on the network through SSH or remotely. Students can access help, however are expected to demonstrate their understanding and application of what they are doing not their ability to follow a given tutorial.Learning Resources Assessment Resource Assessment Criteria
In creating a complex program, students should be able to show evidence of at least TWO complex programming techniques. Examples of complex programming techniques include writing code that:
Programming code should be set out clearly and students should document the program with appropriate variable/module names and organised code comments that describe code function and behaviour. Students should use appropriate variable/module names and follow conventions for the chosen programming language. Testing and debugging of the program throughout development is essential and students should ensure they have evidence of this. This could possibly be shown through a separate testing document, through versioning or version control software, or through screencasts. The structure of the program is also important and will, in most cases, reflect good planning. Program planning is not directly assessed but will be taught and undertaken by students to ensure their program is, as far as possible flexible and robust and a well-structured, logical response to the task.Learning Resources Assessment Resource