- BSBDES305A - Source and apply information on the history and theory of design
Assessor Resource
BSBDES305A
Source and apply information on the history and theory of design
Assessment tool
Version 1.0
Issue Date: April 2024
This unit applies to individuals who work in design and need to develop and maintain a general knowledge of design history and theory.
More complex research into design theory and design trends is covered by BSBDES602A Research global design trends and BSBDES701A Research and apply design theory.
This unit describes the performance outcomes, skills and knowledge required to source information on design history and theory, and to apply that information to one's own area of work.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
Employability Skills
This unit contains employability skills.
Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package. | |
Overview of assessment | |
Critical aspects for assessment and evidence required to demonstrate competency in this unit | Evidence of the following is essential: knowledge of the history and theory of design and how this may be applied in design practice application of research and evaluation skills. |
Context of and specific resources for assessment | Assessment must ensure: access to information sources on design history and theory. |
Method of assessment | A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate evaluation of how history and theory have been integrated into a design project undertaken by the candidate evaluation of a presentation made by the candidate about how design history or theory has influenced work oral or written questioning to assess knowledge of design history, trends and theory. |
Guidance information for assessment | Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended. |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
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Required skills |
The following skills must be assessed as part of this unit: research and comprehension skills to source, understand and apply information on design history and theory research skills to source readily available information on design history and theory. |
Required knowledge |
copyright, moral rights, intellectual property issues and legislation as it relates to using information in own work current trends in design evolution of design organisational information practices and their application sources of information on design history and theory relevant to own design work. |
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included. | |
Sources of information may include: | cultural, historical, scientific texts film, video, internet images, objects journal articles oral histories performances/presentations philosophical texts religious and spiritual texts stories technical or medium specific information |
Information may relate to: | aesthetics criticism cultural issues gender and identity issues histories of art, craft and design histories of performances/presentations and related skills land and place new technologies politics spiritual concerns world histories |
Organising research material may include: | databases diagrams, charts digital storage systems files, scrapbooks, diaries mind maps sketches |
Evaluating information may include: | comparing considering merit contrasting critiquing discussing and debating reflecting |
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
| Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
|---|---|---|---|
| Identify and access relevant sources of information on design history and theory | |||
| Organise research material and findings for current or future use in design practice, in a manner which facilitates easy access and cross-referencing | |||
| Evaluate information in the context of current design practice | |||
| Assess ways in which aspects of information on design history and theory could be used or adapted to inform current practice | |||
| Use relevant information in a culturally appropriate way to develop an understanding of own area of work | |||
| Identify and use opportunities to update and expand knowledge of design trends and developments | |||
| Incorporate and integrate knowledge into design activities |
Forms
Assessment Cover Sheet
BSBDES305A - Source and apply information on the history and theory of design
Assessment task 1: [title]
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
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Result: Competent Not yet competent
Feedback to student
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Assessment Record Sheet
BSBDES305A - Source and apply information on the history and theory of design
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent
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Date:
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