National Certificate of Educational Achievement
Internal Assessment Resource
Title: Road Safety Interactive Graphic
Supports internal assessment for Achievement Standard 91073: Implement basic procedures to
produce a specified digital media outcome
Subject reference: Digital Technologies 1.43
Credits: 4 credits
QAAM registration no. 3045
These materials have been certified by NZQA as meeting the requirements of the national
standard. These materials must still be submitted for external moderation requirements by
assessors when requested by NZQA
This resource:
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clarifies the requirements of the assessment standard
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supports good assessment practice
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should be subjected to the school’s usual assessment quality assurance process
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should be modified to make the context relevant to students in their school environment and to
ensure that submitted evidence is authentic.
Authenticity of evidence
Using this assessment resource without modification may mean that students’ work is not authentic.
Teachers must manage authenticity for any assessment from a public source, because students may have access to the
assessment schedule or student exemplar material.
The teacher may need to change figures, measurements or data sources or set a different context or topic to be investigated
or a different text to read or perform.
Published by the NZ Transport Agency, 2012
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Internal Assessment Resource
Subject reference: Digital Technologies 1.43
Achievement Standard 91073: Implement basic procedures to produce a specified digital media outcome
Title: Road Safety Interactive Graphic
Guidelines for Teachers
The following guidelines are supplied to ensure that teachers can carry out valid and consistent
assessment using this internal assessment resource. Teachers need to be familiar with the outcome
being assessed by this standard (Achievement Standard in Digital Technologies 91073 [1.43]). The
achievement criteria and the explanatory notes contain information, definitions, and requirements that are
crucial when interpreting the standard and assessing students against it.
NZC Values applicable to this standard
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NZC Key Competencies applicable to this standard
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excellence
innovation, inquiry, and curiosity
diversity
community and participation
thinking
using language, symbols, and texts
managing self
This teacher resource, task and assessment schedule has been adapted from the Level 1 Technology
assessment resources on the NCEA section on TKI. We are grateful to the Ministry of Education for
allowing us to adapt this resource.
Achievement Criteria
Curriculum Achievement Objectives
Achievement - Implement basic
procedures to produce a specified digital
media outcome.
Outcome development and evaluation
Achievement with Merit - Skilfully
implement basic procedures to produce a
specified digital media outcome.
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Critically analyse their own and others’
outcomes to inform the development of ideas
for feasible outcomes. Undertake ongoing
experimentation and functional modelling,
taking account of stakeholder feedback and
Achievement with Excellence Efficiently implement basic procedures to
produce a specified digital media
outcome.
trialling in the physical and social
environments. Use the information gained to
select, justify, and develop a final outcome.
Evaluate this outcome’s fitness for purpose against
the brief and justify the evaluation, using feedback
from stakeholders.
NB: This standard covers some aspects of the
achievement objectives above. Aspects in bold are directly
applicable.
Context/Setting
This standard requires students to skillfully and efficiently apply techniques to create a digital media
outcome. In this context (see student task) students will be asked to produce an interactive graphic on
the topic of road safety. It must incorporate original content, integrate at least two digital media types and
use some “content” from at least one of the NZTA websites (see resources section). NB - students must
follow legal, ethical and moral responsibilities. Specifically students should read the copyright section at
the end of the resources section. The is titled “Copyright information with regards to the NZTA education
and the NZTA website”
Two approaches are possible when using this standard for assessment:
1. The students are stepped through the process of designing and creating a sample interactive
graphic by the teacher. Then the students use the same or a similar process to produce their own
interactive graphic. The students should adhere to a set of specifications (see student task). The
teacher may create the specifications themselves or in discussion with the class. The teacher may
allow individual students to negotiate some variations on the specifications.
2. The students have been engaged in technological practice and are at the point where they have
fully established the specifications for their interactive graphic and are ready to create it.
In either case, ensure that:
● the materials, software, and techniques that the students plan to use will provide sufficient scope
for them to meet the requirements of the standard;
● there is an agreed step-by-step plan that describes a sound and robust process for developing the
interactive graphic. This could be provided to the students or they could record the process as you
walk them through creating a sample interactive graphic
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you conference with the students and support them as they work to produce the interactive
graphic
you and/or the students have trialled the software and hardware they will be using to check that
they are compatible
the students are given guidance on the data integrity and testing procedures that they will need to
apply to their work.
Prior learning
Ensure that all students have the necessary prior learning before beginning this activity:
● Create (or source) a basic interactive graphic template that the students can use to make an
interactive graphic using a step by step process.
● Take the students through this step by step process to create the sample interactive graphic using
the template, and have them document the process i.e. by taking notes in their visual diaries or
with screenshots and notes in a word / google doc. The assessment activity does not require
them to create their own template; they can modify the template you have supplied, but they do
need to understand how the developed template is put together.
● Give the students the opportunity to create an interactive graphic by themselves, to develop their
understanding of the basic concepts of creating interactivity, importing / editing images and
creating images or objects.
● Give the students multiple opportunities to practice the techniques needed for creating a basic
interactive graphic.
● Check that students know how to identify legal, ethical, and moral issues that arise in publishing
(for example, issues relating to copyright and privacy – refer to the Techlink website at
http://www.techlink.org.nz/IP/links.htm).
● Some of the processes they may need to cover are: drawing objects, using layers, ordering,
linking, importing, buttons / button states,rollover, tweening, transition/new scenes, text formatting.
● The students may also need some instruction in basic design principles i.e.
Contrast/Repetition/Alignment/Proximity/Simplicity. Good resources for this are “Introduction to
Digital Design Process and Principles” by Jamie Campbell (Natcoll Publishing) and “NonDesigner's Design Book” by Robin Williams.
● There is a need to provide time for students to do some learning around road safety issues. (See
resources section)
Conditions
This is an individual assessment task. It is recommended that the students be given 10 weeks (40 hours)
of in-class time to complete it. This time includes the prior teaching (working through the sample
interactive graphic using a template), familiarising the students with the NZTA resources and the students
completing their own interactive graphic). The students should be given approximately 16 hours to
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produce their own interactive graphic. You are required to assess the way in which the techniques are
implemented as well as the quality of the outcome so the students should complete all their practical work
in class time. For moderation purposes, students should submit a hard and soft copy of the final
interactive graphic.
Other potential conditions of assessment information for this standard can be viewed in this document
(which has been produced by the MOE):
http://ncea.tki.org.nz/content/download/4295/13977/file/tech_CoA_L1_23jun11.doc
Resource requirements
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Access to computers and to appropriate software i.e. Flash or Powerpoint for creating the
interactive graphic and Photoshop or GIMP or Fireworks for image manipulation. The students will
need access to hardware that can run this hardware.
Access to cameras, scanners and sound recording equipment (if required).
Specifications and a step-by-step plan (or an example plan) that students can refer to when
creating they are creating their own interactive graphic.
Content. Students should get some of the content they need from one of the NZTA websites listed
below (please read the copyright section though). Other content can be sourced from the internet
but should adhere to Copyright. Students can use these two websites to find Creative Commons
licenesed content: http://search.creativecommons.org/ and
http://www.interfacemagazine.co.nz/articles.cfm?c_id=42&id=1489
You as the teacher could provide appropriate text and data.
Road Safety Brainstorm
NOTE: Teachers should be aware that this unit may involve the discussion of road crashes. It is likely
there will be students in your class with first-hand experience of such issues, and discretion is advised. It
is recommended that students are forewarned of the topic prior to the start of the unit, and that every
effort is made to take students’ individual circumstances into account.
The students need to make an interactive graphic on the topic of road safety. Some students may have a
narrow and (or) limited view of road safety i.e. they may perceive the topic to be purely about cars and
drivers rather than a wider view. A brainstorm and (or) guided class discussion are both good ways to
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tackle these issues. A good starting point for the brainstorm / discussion is the question “What is a
transport system?” or “How many different transports options are used in NZ”. After this initial session
you want the students to realise that road safety is a community wide responsibility, the choices that they
make can affect their / other people’s safety and there are many types of road users (cyclists,
pedestrians, passengers, drivers, horse riders). This session will hopefully get the students thinking about
different options for creating an interactive graphic. Below are some websites on road safety. You may
wish to take the students through these as a class.
Suggested materials on the theme of road safety:
-The Cyclist Code has some interesting information on the responsibilities of the cyclist
http://www.nzta.govt.nz/resources/roadcode/cyclist-code/
-Right Car has some data on the safety of specific vehicles:
http://www.rightcar.govt.nz/
-NZTA youtube channel has a variety of video including: road rules, advertising campaigns, student
competitions:
http://www.youtube.com/user/NZTransportAgency/
-The Safer Journeys website has some really good information around the measures that have been
taken already to reduce journey risks:
http://www.transport.govt.nz/saferjourneys/Pages/default.aspx
-The page below has road tolls per “casualty type” i.e. passenger / pedestrian / driver. Although this is not
very pleasant it may help students think about the wider risks i.e. the driver is not the only person at risk
on the roads. Use the table on the page below to get an idea of the breakdown of different casualty
types:
http://www.nzta.govt.nz/resources/road-deaths/toll.html
-Some general statistics on road tolls is in the table below:
http://www.transport.govt.nz/research/Pages/Road-Toll.aspx
-The webpage below has specific data on young people
http://www.transport.govt.nz/research/Documents/Addendum-New-Zealand-high-risk-drivers-and-youngdrivers.pdf
-The graph halfway down the page below compares NZ road tolls with other countries.
http://www.transport.govt.nz/saferjourneys/newzealandsprogressinimprovingroadsafety/
-Young driver crash fact sheet: http://www.transport.govt.nz/research/Documents/Young-driver-crashfact-sheet-2010.pdf
-Geraldine Johns (2011, June 11). Licensed to kill. Magazine article in The Listener.
-Geared (NSW): http://www.rta.nsw.gov.au/geared/index.html
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Copyright information with regards to the NZTA education and the NZTA
website
The copyright situation for these two websites is that as long as the materials are to be reproduced for
personal or in-house use, then they can be used without the further consent of the NZTA. Personal or inhouse use would include students using the materials for a school project (such as this).
If the materials show that they are owned by someone other than the NZTA, then the student will need to
obtain the consent of that person before reproducing (if that third party has a website, then they will
probably also have a copyright statement on that website that describes how their copyrighted materials
can be used).
If the person wants to reproduce the materials for commercial use (i.e. to make a profit) then they will
need to contact the NZTA to obtain the NZTA’s consent for the materials to be used in this manner.
Project ideas
Below are some ideas on the type of road safety interactive graphic that the students could produce.
Project idea
explanation / information
An interactive bike graphic
This interactive graphic could have labels on different parts of a bike.
When a user mouses over these labels information on safety
guidelines could appear as text, an animation or as audio. An example
of this could be “make sure you have functioning lights on your bike”. It
could be an extension of this static graphic:
http://www.nzta.govt.nz/resources/roadcode/cyclist-code/aboutequipment/cycle-equipment.html
An interactive map graphic
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This interactive graphic could have labels on different part of a map. This
could be a local map or a map of New Zealand. The labels could have
interactivity which displays crash / risk data / information per specific
area. Or an educational map / road layout could be produced which asks
the users to identify risk areas. This could be developed into a quiz /
game as part of another project.
An interactive car graphic
This interactive graphic use data from Right Car
(http://www.rightcar.govt.nz/) to display interactive information on the
safety of specific parts of their own, a friends or family car.
An educational sequence /
story
Students could produce an interactive sequence / story on the topic of
road safety e.g. “Steps and checks before taking a long car journey”
*Please make students aware of the “Copyright information with regards to the NZTA education and the
NZTA website” section above in regards to use of materials from the NZTA website.
Interactive Graphic examples
Below are links to three simple examples of interactive graphics. These are built in Flash and use simple
rollovers to show additional information or present information in a sequence.
http://www.nytimes.com/ref/business/20070715_GILDED_GRAPHIC.html
http://www.suddenlysmart.com/examples/Computer_ports/player.html
http://www.msnbc.msn.com/id/37602704/
http://www.newzealand.com/int/map/
http://www.ammap.com/
Additional information
Students should not be unnecessarily disadvantaged by weak literacy skills. You may need to provide
guidance or support to ensure that all students have the opportunity to explain clearly why they did what
they did. This standard requires you to make judgements about the ways in which the techniques were
implemented as well as about the quality of the outcome. For example, you are required to notice (for
Merit) whether the student has shown “accuracy in the application of the techniques and testing
procedures” and “independence with regard to decision making in the application of techniques, design
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elements and testing procedures” and (for Excellence) whether the student has undertaken techniques
and procedures “in a manner that economises the use of resources in the outcome’s production and its
use”. You must be able to justify your judgements by providing evidence based on classroom
observations and discussions with students.
Assessment Resources
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The standard
Conditions of assessment
Assessment schedule
Sufficiency statement and exemplars
Possible local adaptation
Where local adaptations are made, teachers and schools should ensure that they have:
● checked that the adapted assessment validly assesses the achievement standard;
● checked the copyright status of any material imported into the assessment resource;
● complied with all internal and external quality assurance requirements.
Exemplars
The following examples are where students have recorded the process of creating a logo. Although these
are not examples of an interactive graphic, they show how evidence can be gathered to show evidence
of implementing basic procedures.
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for student use
Internal Assessment Resource
Achievement Standard Digital Technologies 91073:
Implement basic procedures to produce a specified digital
media outcome
Resource reference: Digital Technologies 1.43, 91073 (version 1)
Resource title: Road Safety Interactive Graphic
Credits: 4
Achievement
Achievement with Merit
Achievement with
Excellence
Implement basic procedures
to produce a specified digital
media outcome.
Skilfully implement basic
procedures to produce a
specified digital media
outcome.
Efficiently implement basic
procedures to produce a
specified digital media
outcome.
Student Instructions
Introduction
This assessment activity requires you to create an interactive graphic on the topic of Road Safety in New
Zealand. The interactive graphic should integrate at least two media types e.g. animation, image, created
image/object, audio etc. These need to created yourself i.e. they need to be original.
In creating the interactive graphic, you will:
● follow a step-by-step process that you have already been through with your teacher, referring to
the notes you made at that time
● keep to the specifications. Your teacher may give you some specification or you may develop
specifications independently and have them confirmed by your teacher.
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Creating text content is not part of this assessment activity. You may download suitable text and other
content from the Internet, as long as you address any copyright issues. Alternatively, your teacher may
provide text and other content for you to use. You yourself must develop original imagery / media (such
as a photograph, picture,audio, animation or diagram) to be included in your interactive graphic. Your
teacher will provide you with some links to NZTA road safety websites.
You will be assessed on:
● the extent to which your interactive graphic meets the specifications
● the manner in which you implement the step-by-step plan and apply techniques and testing
procedures to create the specified outcome. Your independence, as well as your accuracy and
efficiency, will be taken into account.
This is an individual task. You have 4 weeks (16 hours) to complete this assessment.
[teacher note: the time allowed can be adjusted to suit the needs of your students]
Planning tasks
Specifications - not assessed
If your teacher has provided specifications for the interactive graphic read and absorb them. Alternatively,
devise your own specifications (see task for an example) and then confirm with your teacher that they are
suitable. (This will ensure that you do not specify an outcome that is either too simple or too complex, and
that you will have access to all grades of achievement.)
Plan your outcome
Concept - not assessed
Identify an appropriate design concept (this may be provided by your teacher or you may have developed
one as part of another project).
Note to teacher: Students are not being assessed on their ability to create a design concept, but it is
good practice to have a plan for an outcome before starting to create it. (this could have been done with
91046 before starting this assessment)
Practice
Practice the techniques you will use to create your interactive graphic until you can apply them efficiently
and confidently.
Familiarise yourself with the techniques in the plan, as you will need to use them as you carry each step.
Some of the processes you may need to refresh are: drawing objects, using layers, ordering, linking,
importing, buttons / button states,rollover, tweening, transition/new scenes, text formatting.
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Task
Use the selected software to create your road safety interactive graphic, following the agreed plan and to
the agreed specifications.
Remember to think about:
Legal, Ethical and Moral issues
Think about how you will address the legal, ethical, and moral issues related to your outcome. You may
need to seek permission to use something you have sourced (check the copyright statement on the
website you are thinking about sourcing media from). You may need to think about what you put in your
graphic and if it will cause offence (many people have experience of issues around road safety and could
know someone who was involved in an accident); you many need to consider the age the graphic is
aimed at and make it appropriate. For information more about these issues, refer to the Techlink website
( http://www.techlink.org.nz/Case-Studies/IP/definitions/copyright.htm)
Testing
Think how and when you will test your developing outcome. This might mean, for example:
● visual previews of the interactive graphic (to ensure that it interactive features work appropriately
throughout the development)
● visual checks (to ensure that the content displays as planned, that it is readable and legible)
● final checking of usability to ensure that the interactive content can be used in the way you
intended.
● getting other people to check your interactive graphic works and is usable on a variety of
platforms
Formatting techniques and Design elements - your work will need to incorporate a variety of
formatting techniques and design elements
Some formatting techniques you may use are: changing the font size, font weight, typeface, fill colour,
stroke colour, stroke weight, stroke style, texture, size, angle etc.
You also need to apply some design elements i.e. colour, line, shape, texture, clarity, scale, contrast,
space proximity, alignment, proximity, repetition and simplicity.
For Merit
You need to be accurate in applying your techniques and testing - this would mean your interactive
graphic displays (and functions) as you intended or you lined elements of your interactive graphic up.
You also need to show independence in your decision making - this would mean you required minimal
support from your teacher or classmates. For example you may use online tutorials / help sections / web
pages to help make decisions rather than rely on the teacher to answer all of your questions.
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For Excellence
You need to create a fully functional interactive graphic in a straightforward and deliberate manner. This
means you select and use the most efficient software tool and resources at each stage and do not resort
to trial and error.
Finish and Hand In
When you have finished, save the final version of your interactive graphic .
Submit your work according to your teacher’s instructions.
Resource 1
SAMPLE specifications for an interactive graphic
The interactive graphic:
● has an image of a bike
● has roll over buttons that give safety information to specific parts of a bike i.e. brakes, tyres etc.
● has clear titles and subheadings that are easily identifiable
● is easy to use
● uses design principles
● uses information and (or) images / ideas from at least one of the NZTA websites
● uses two or more media types
● has at least one piece of created media i.e. a button, part of the bike, audio instructions, audio
safety information
● must be on the topic of bike safety / cycling safety
Teacher note: Specifications are short statements that describe the function of the finished product. They
should not describe a particular skill or efficiency. At all grade levels the product is required to meet
specifications. Skillful and efficient implementation is not required at the Achieved level.
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Assessment schedule: Digital Technologies 91073 [1.43] Road Safety
Interactive Graphic
Evidence/Judgements for Achievement
The student has implemented basic procedures to produce a specified digital media outcome. [EN 2,
3,4,5,6,7,& 8]
This means the student has
● applied a set of techniques to produce the specified outcome
● used the appropriate features of the digital media software to edit and integrate digital
media types
● applied formatting techniques and design elements as appropriate to the media type
● applied data integrity and testing procedures to ensure the outcome meets the
specifications
● followed legal, ethical, and moral responsibilities as appropriate
Examples of possible student responses
[Note this is a selection of possible points, not a complete response]
applied a set of techniques to produce the specified outcome
The student has, with support, completed an interactive graphic that meets the specifications and
functions as intended, although there are a few errors that do not affect the essential functioning, such as
a minor link that does not work and a non-essential image that does not display correctly.
used the appropriate features of the digital media software to edit and integrate digital media types
The student has taken relevant photographs, edited them using an imaging program, and used them in
the interactive graphic.
applied formatting techniques and design elements as appropriate to the media type
The student has used a hierarchy of headings, in fonts and colours appropriate to the selected design, to
aid usability and visual hierarchy (visual hierarchy is the order in which the human eye sees elements.
This order is created by the visual contrast between elements in the design. Elements with the highest
contrast to their surroundings are recognized first or more quickly than the element with lower contrast.
Contrast can be achieved with weight, size, colour, texture etc.)
applied data integrity and testing procedures to ensure the outcome meets the specifications
They have proofread the text to ensure that it is readable and legible, with only minor errors, edited the
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images to remove most unwanted distractions, and checked that the interactive graphic works.
The student has addressed all major issues, although they have not corrected all the minor inaccuracies
that showed up during testing.
followed legal, ethical, and moral responsibilities as appropriate
The student has sought permission to use text sourced from the Internet and has referenced this text /
image use correctly. Or the student has used creative commons licensing appropriately.
Below is some sample student work (a interactive map graphic). It clearly shows that text formatting has
been applied and that design elements (consistent headings, heading/body text hierarchy, coloured
headings, font choice) have also been applied.
Evidence/Judgements for Achievement with Merit
The student has skillfully implemented basic procedures to produce a specified digital media outcome.
[EN 2, 3, 4, 5, 6, 7, & 8]
This means the student has
● applied a set of techniques to produce the specified outcome
● used the appropriate features of the digital media software to edit and integrate digital media types
● applied formatting techniques and design elements as appropriate to the media type
● applied data integrity and testing procedures to ensure the outcome meets the specifications
● followed legal, ethical, and moral responsibilities as appropriate
● shown accuracy in the application of techniques and testing procedures
● shown independence with regard to decision making in the application of techniques and
testing procedures.
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Examples of possible student responses
[Note this is a selection of possible points, not a complete response]
shown accuracy in the application of techniques and testing procedures
The student has completed an interactive graphic that displays as intended, for example:
· all buttons work and all images display correctly
· images have been manipulated to fit the space available and to enhance the design concept
The student has used rulers / grids to create alignment between elements
shown independence with regard to decision making in the application of techniques and testing
procedures.
The student required minimal support from the teacher or fellow classmates and made decisions
independently, using online support / tutorials effectively. They may not have always used the optimal tool
in the optimal way, but they needed no direct assistance to:
· create a motion tween
· apply a range of design elements
· test the interactive graphic
· create vector graphic objects
Below is some sample student work (a interactive map graphic). It shows that accuracy has been applied
through the application of alignment.
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Evidence/Judgements for Achievement with Excellence
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The student has efficiently implemented basic procedures to produce a specified digital media outcome.
[EN 2, 3, 4, 5, 6, 7 & 8]
This means the student has
● applied a set of techniques to produce the specified outcome
● used the appropriate features of the digital media software to edit and integrate digital media types
● applied formatting techniques and design elements as appropriate to the media type
● applied data integrity and testing procedures to ensure the outcome meets the specifications
● followed legal, ethical, and moral responsibilities as appropriate
● shown accuracy in the application of techniques and testing procedures
● shown independence with regard to decision making in the application of techniques and testing
procedures.
● undertaken techniques and procedures in a manner that economises the use of resources
in the outcomes production and its use
Examples of possible student responses
[Note this is a selection of possible points, not a complete response]
undertaken techniques and procedures in a manner that economises the use of resources in the
outcomes production and its use
The student created a fully functional interactive graphic in a straightforward, deliberate manner, selecting
and using the most efficient tools and resources at each stage and not resorting to a trial-and-error
approach.
The interactive graphic displays as intended, with no errors. The links/buttons/rollovers are easily
interpreted and allow the user to know when they have clicked on them. Images have been resized /
cropped / re-touched before being imported into the graphic program.
Objects or graphics are created in a way that is efficient and allows for easy manipulation / animation in
the future i.e. use of symbols for each potential moving part on an object.
Teacher judgement will need to be used to determine whether as student has economised the use of the
resources. The most common application of this is where a student has selected a tool or method to
perform a task which saves time and is efficient. This can be observed by the teacher or be shown in the
student’s record of their process. Below is a sample extract from a student record of process which
indicates excellence.
“For my interactive graphic I decided to display safety information around a car image. I used the data
from the Right Car website. I decided to take a picture of my dad’s car for use in the project. I got my dad
to drive the car in front of the side of our house. The side of the house is painted white and the card is
dark blue, so there was a good contrast between the car and the wall. I chose to do this because I wanted
to use the magic wand in photoshop to help remove the background from the car. Having the high
contrast makes this easier to do. After taking the picture I selected the background using the magic wand
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and deleted it. This method is much quicker than using the lasso tool which involves manually tracing
around the outside edge of the car.”
Final grades will be decided using professional judgement based on a holistic examination of the
evidence provided against the criteria in the Achievement Standard.
EN is short for Explanatory Notes
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