- BSBDES403A - Develop and extend design skills and practice
Assessor Resource
BSBDES403A
Develop and extend design skills and practice
Assessment tool
Version 1.0
Issue Date: May 2024
This unit applies to any individual who works as a designer in any industry context. Designers may work independently or be employed by an organisation.
Designers must continually refine, develop and evaluate their own conceptual and technical skills. Research, experimentation and collaboration are key factors in this process.
This unit describes the performance outcomes, skills and knowledge required to develop and extend skills as a practising designer.
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: development of own voice through exploring and experimenting with new ideas in making and/or interpreting work application of planned strategies to develop appropriate skills in design practice use of discussion and evaluation opportunities to inform and develop technical and conceptual skills. |
Context of and specific resources for assessment | Assessment must ensure: access to the materials, resources and equipment used in the development of technical and conceptual skills in the relevant design context. |
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 candidate diary or log detailing the ways in which different experiences and opportunities have been used to develop and extend skills evaluation of bodies of work that demonstrate the progressive development of skills evaluation of a presentation by the candidate addressing the ways in which a pro-active approach to skills development has been taken. |
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 |
communication skills to discuss potentially complex ideas and concepts with others and to engage in critical discourse about own work creative thinking skills to explore and generate new ideas for design work comprehension skills to interpret and communicate a wide range of potentially complex information about design concepts and technologies problem-solving skills to explore and develop strategies and solutions to new design challenges and opportunities self-management skills to take pro-active responsibility for own professional development. |
Required knowledge |
current and emerging copyright, moral rights and intellectual property issues and legislation, and their impact on designers current and emerging designers in the relevant design discipline current and emerging trends and technologies in the relevant design discipline, and the opportunities and challenges they represent professional development information and resources available to designers sources of information relating to work opportunities and career planning. |
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. | |
Strategies for developing self as a designer may include: | being involved in a range of relevant design activities communicating with peers experimenting participating in professional development and other learning opportunities participating in relevant groups or associations practising undertaking training courses working effectively with supervisor working with a mentor or coach |
Technical skills may include skills in: | animation digital/electronic design entertainment design fashion/clothing/accessories design furnishings furniture design graphic design illustration/technical drawing interior design jewellery design object design photoimaging tableware design other design disciplines |
Testing capabilities refers to: | experimenting with innovative applications extending the possibilities of materials, tools and equipment towards their full potential |
Relevant media may include: | catalogues journals magazines |
Opportunities to develop own skills may include participation in and/or attendance at, some of the following: | competitions exhibitions floor talks at galleries laboratories lectures, seminars, conferences, symposiums manufacturing sites master classes professional organisations trade fairs, expositions |
Developing own voice includes: | analysing and researching the work of others relevant to selected area of specialisation analysing conventions, practices and customs in design practice developing repertoire and knowledge exploring elements and principles of design |
Sources of information may include: | design journals employer listings exhibition catalogues and programs job advertisements websites word of mouth |
Networks may include: | alumni organisations colleagues and teachers consumer organisations professional associations |
Promotional opportunities may include: | applications to funding bodies competitions demonstrations exhibitions performances trade fairs |
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 |
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Plan strategies to ensure the development of appropriate technical skills in design practice | |||
Plan and use opportunities to develop and assess technical skills | |||
Identify and use practice, feedback, discussion and evaluation opportunities to continuously improve technical skills | |||
Develop and extend technical skills through testing capabilities of materials, tools and equipment | |||
Identify and use relevant media to stimulate technical and professional development | |||
Engage in ongoing experimentation and exploration of different ideas and techniques | |||
Discuss ideas with others and apply knowledge gained to inform own work | |||
Use work practice to gain experience in a range of genres and interpretations | |||
Study the work of others to stimulate conceptual and technical skills development | |||
Research and share ideas across a range of design disciplines | |||
Identify and use a range of opportunities to develop own skills and keep informed about current design practice | |||
Explore and experiment with new ideas in making and/or interpreting design work | |||
Explore and use technology, where appropriate, to develop own voice and expand practice | |||
Demonstrate own voice through design project realisation | |||
Seek and apply constructive criticism from others to improve own work | |||
Evaluate own work against planned strategy for own practice | |||
Evaluate own work in the context of work by others in order to extend own practice | |||
Adjust work processes and practice as necessary to improve technical, conceptual and commercial outcomes | |||
Correctly identify sources of information relating to work opportunities for designers | |||
Identify networks and promotional opportunities for designers which may be helpful in developing career opportunities | |||
Incorporate research results and information into own work and career planning |
Forms
Assessment Cover Sheet
BSBDES403A - Develop and extend design skills and practice
Assessment task 1: [title]
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
Student signature:
Result: Competent Not yet competent
Feedback to student
Assessor name:
Signature:
Date:
Assessment Record Sheet
BSBDES403A - Develop and extend design skills and practice
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
Assessor name:
Signature:
Date:
Student signature:
Date: