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Evidence Guide: BSBDES305A - Source and apply information on the history and theory of design

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

BSBDES305A - Source and apply information on the history and theory of design

What evidence can you provide to prove your understanding of each of the following citeria?

Collect information on history and theory of design

  1. Identify and access relevant sources of information on design history and theory
  2. Organise research material and findings for current or future use in design practice, in a manner which facilitates easy access and cross-referencing
Identify and access relevant sources of information on design history and theory

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Organise research material and findings for current or future use in design practice, in a manner which facilitates easy access and cross-referencing

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply information to own area of work

  1. Evaluate information in the context of current design practice
  2. Assess ways in which aspects of information on design history and theory could be used or adapted to inform current practice
  3. Use relevant information in a culturally appropriate way to develop an understanding of own area of work
Evaluate information in the context of current design practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess ways in which aspects of information on design history and theory could be used or adapted to inform current practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use relevant information in a culturally appropriate way to develop an understanding of own area of work

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Update and maintain knowledge of design trends

  1. Identify and use opportunities to update and expand knowledge of design trends and developments
  2. Incorporate and integrate knowledge into design activities
Identify and use opportunities to update and expand knowledge of design trends and developments

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Incorporate and integrate knowledge into design activities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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.

Required Skills and Knowledge

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.

Range Statement

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