- BSBDES602A - Research global design trends
Assessor Resource
BSBDES602A
Research global design trends
Assessment tool
Version 1.0
Issue Date: April 2024
This unit applies to individuals who need to maintain a current and comprehensive knowledge of global design trends to inform their own professional practice. Often the individual would be a designer, but the unit may also be relevant to those who work in related management, marketing and production areas.
The unit focuses on research and analysis of information and ideas at a complex level, plus the evaluation and extension of one's own professional skills.
This unit describes the performance outcomes, skills and knowledge required to research and critically evaluate global design trends.
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: conducting research on a complex range of design issues, trends and ideas analysing, critiquing and synthesising complex sources to develop own positions and ideas design research knowledge of copyright/moral/intellectual property issues associated with research and with design more broadly. |
Context of and specific resources for assessment | Assessment must ensure: use of a current and varied range of familiar and unfamiliar information sources. |
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 research undertaken by the candidate in terms of scope, depth and the level of critical thinking applied direct observation of candidate debating issues arising from research into global design trends oral or written questioning to assess knowledge of global design trends in terms of depth and complexity. |
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.
|
Required skills |
communication skills to articulate and debate conceptual or technical ideas critical thinking skills to distil and synthesise information from varied sources and to develop own positions and ideas on a complex range of issues literacy skills to research complex, varied and unfamiliar information sources planning and organisational skills to undertake the research process. |
Required knowledge |
broad global design trends that apply to all design disciplines business implications/consequences of adopting trends and emergent technologies copyright/moral/intellectual property issues associated with research and with design more broadly design industry networks and professional development opportunities - local, national and international research methodologies and options sources of information on global design, design trends and broader references that may inform emerging and innovative design practice specific current and emerging design technologies and trends (at a global level) in at least one area of design. |
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. | |
Formal and informal research strategies may include: | formal study participating actively in relevant industry associations participating in, and contributing to, discussion through conferences, meetings, seminars, courses and journals participating in professional development and other learning opportunities reading current literature, including specialist journals and industry magazines web research |
Information on global design trends may relate to: | best practice examples emerging and future technology history philosophy role of design in the broader social, economic and political environment sustainability |
New and alternative sources may include: | inspirations from nature work from other areas of community or business activity for example: artists authors business people entertainers film makers historians philosophers photographers scientists |
Critical analysis may include: | analysing and evaluating actions and policies clarifying issues, values and standards comparing analogous situations comparing and contrasting ideals with practice comparing and evaluating beliefs, interpretations and theories developing criteria for evaluation distinguishing relevant from irrelevant facts examining and evaluating assumptions exploring implications and consequences generating and assessing solutions making interdisciplinary connections making plausible inferences and predictions noting significant similarities and differences reading and listening critically |
Substantiated positions and ideas may be those which are: | grounded in appropriate research result of rational and logical thought subjected to the analysis of others supported by relevant information |
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 |
|---|---|---|---|
| Analyse and select formal and informal research strategies to source information on global design trends | |||
| Identify and explore new and alternative sources | |||
| Evaluate the credibility of information gathered and ensure research scope is sufficiently broad | |||
| Use information to challenge and extend own perspectives and ways of thinking | |||
| Examine and assess the implications and consequences of design trends on own work | |||
| Use critical analysis to identify creative or commercial opportunities presented by emerging trends and technologies | |||
| Develop systems to identify and respond to future opportunities | |||
| Develop substantiated positions and ideas in relation to global design trends | |||
| Generate informed discussion, debate and critical analysis with peers and colleagues | |||
| Use debate and feedback as a way of challenging and refining own positions | |||
| Pro-actively identify and use opportunities presented by research to extend own design skills | |||
| Re-evaluate and refine approaches to work in the context of current and emerging trends | |||
| Use practice, discussion and ongoing evaluation to continuously improve skills |
Forms
Assessment Cover Sheet
BSBDES602A - Research global design trends
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
BSBDES602A - Research global design trends
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: