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Evidence Guide: BSBDES501A - Implement design solutions

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

 

BSBDES501A - Implement design solutions

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

Organise resources for realising the design solution

  1. Confirm the nature and scope of the proposed design solution
  2. Research resources required for developing the design concept to implementation stage
  3. Investigate different factors that impact on the selection and use of resources
  4. Select and prepare resources based on research and other legislative or organisational requirements
Confirm the nature and scope of the proposed design solution

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Research resources required for developing the design concept to implementation stage

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Investigate different factors that impact on the selection and use of resources

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select and prepare resources based on research and other legislative or organisational requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Test the design solution

  1. Experiment with a range of different techniques and processes to test the design solution
  2. Evaluate, challenge and refine testing processes
  3. Gain input and feedback from key stakeholders during the testing process
  4. Accurately document outcomes of testing
  5. Select final design solution based on outcomes of testing and input from others
Experiment with a range of different techniques and processes to test the design solution

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate, challenge and refine testing processes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Gain input and feedback from key stakeholders during the testing process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Accurately document outcomes of testing

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select final design solution based on outcomes of testing and input from others

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop the prototype or model

  1. Create prototype or model based on agreed approaches
  2. Where appropriate, select and organise materials, tools and equipment according to chosen design solution
  3. Expose model or prototype to quality checks and ongoing analysis, enhancement and refinement
  4. Compare completed prototype or model against identified needs and other considerations and make adjustments as required
Create prototype or model based on agreed approaches

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Where appropriate, select and organise materials, tools and equipment according to chosen design solution

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Expose model or prototype to quality checks and ongoing analysis, enhancement and refinement

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Compare completed prototype or model against identified needs and other considerations and make adjustments as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Present the prototype or model

  1. Identify key stakeholders to whom design should be presented
  2. Select appropriate format for presentation based on nature of the audience and design
  3. Present prototype or model in a way that optimises clarity, conciseness and appeal
Identify key stakeholders to whom design should be presented

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select appropriate format for presentation based on nature of the audience and design

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Present prototype or model in a way that optimises clarity, conciseness and appeal

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:

critical analysis, testing and development of a model, prototype or aspect of a design solution to meet an identified need

knowledge of design trends and technologies in the relevant industry context.

Context of and specific resources for assessment

Assessment must ensure:

interaction with others to reflect the collaborative nature of the design process

access to resources required to test a design solution in a given industry context (e.g. finance, materials, tools, equipment, expertise).

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 a design solution implemented by the candidate against an original brief, set of criteria or guiding objectives

evaluation of the processes used to test and refine the solution

oral or written questioning to assess knowledge of technical and context issues that impact on design in a given industry context.

Guidance information for assessment

The design process does not occur in isolation. Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

Combined assessment with the following unit is appropriate:

BSBDES401A Generate design solutions.

Required Skills and Knowledge

Required skills

communication skills to consult with others on testing and refinement of the design solution

creative thinking skills to develop and adapt responses to experimentation and testing processes

literacy skills to interpret and develop a wide range of visual and written information sources

planning and organisational skills to organise resources and to coordinate a testing process, including liaison and consultation with others during the design process

problem-solving skills to respond to unpredictable issues and challenges that arise during the testing process.

Required knowledge

copyright, moral rights and intellectual property issues and legislation that impact on design in the relevant context

elements and principles of design and their application in the relevant design context

features of the wider industry, economic, social and historical context for the design solution

other designs and the work of other design practitioners in the relevant context

sources of information that support the development of technical and other knowledge

technical knowledge of the area for which design solutions are being implemented - in terms of relevant resources, materials, tools, equipment, techniques and industry processes and procedures.

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.

Resources will depend on the nature of the design, but may be:

financial:

budget allocation

grants

in kind contributions

sponsorship

human expertise:

creative

financial

management

technical

physical:

hardware or software

materials

tools

workspaces

Implementation stage could be the point at which:

marketing can commence

production can commence

production is confirmed

staff can be employed

Factors that impact on the selection and use of resources may relate to:

environmental considerations

industry context

social or ethical issues

sustainability

technologies

Legislative or organisational requirements may relate to:

commonwealth or state/territory legislation

licensing requirements

local regulations and standards

policies or procedures

Techniques and processes to test the design solution will depend on the nature of the design, and may include:

colour tests

mock ups

models

practice pieces

samples

scenario testing

stress tests

Key stakeholders may include:

client

employer

end user

peers

supervisor

technical experts

work colleagues

Identified needs and other considerations may relate to:

access to and availability of resources

aesthetic considerations

budgetary constraints

ease of manufacture

opportunities for innovation

specifications of a brief

wider industry trends

Appropriate format may include:

drawings or sketches - manual or computer aided design and drafting (CADD)

electronic presentation

verbal presentation

written notes with rationale or description