Information and Communication Technology 2014 Project: Audio training module Elective context: Audio and video production This sample has been compiled by the QCAA to help teachers plan and develop assessment instruments for individual school settings. It demonstrates the following dimensions: Knowing and understanding Analysing and applying Producing and evaluating Assessment instrument Comments This task is designed to be implemented in Year 11 or 12 and focuses on audio knowledge and skills. It engages with a solving process framed as a scenario and provides opportunities to demonstrate a range of objectives: information to an language conventions and explanation of the use of audio in society. Context You are working for a small multimedia company which a training organisation has engaged to develop a multimedia product. The product will form part of the organisation s hardware training module. The training module focuses on the function and use of microphones. Task Plan, produce and evaluate a multimedia training module focusing on the function and use of microphones for the training organisation. The training organisation has requested an interview format (question/ answer) for the training module. The training module needs to incorporate audio and images to communicate: 1. an explanation of how microphones function 2. identification of the types of microphones (e.g. condenser) 3. an explanation of polar patterns and their importance 4. identification and explanation of the uses of different microphones and polar pattern types in society. 5. This task has three components. 150093
Comments The task provides opportunities for students to demonstrate: analysis of audio s to identify information to an language conventions and Component 1: Written planning Part A (present your plan to your employer) Analyse the clients requirements and identify for the client. Identify and explain the software (including sound effects) and hardware required to complete the task. Part B (present your product content to your client) Component 1 addresses Phase 1 (Problem identification) and Phase 2 (Planning) of the Problem solving process (Syllabus, p. 14). Identify and collect images which can be used to support the audio concepts. Communicate to the client by writing a letter asking for approval for a script (with images) which will form part of the product. In the letter briefly identify and explain the proposed technical details of the final product. that addresses an audio concepts, synthesis of audio plan a solution to a given audio Component 2: Product development Produce audio tracks where the interviewer is in the right channel and the respondent is in the left channel. Apply as many audio skills as possible, but only use elements which contribute to the final product. Synthesise these into a final multimedia training module (containing both audio and images). Component 2 addresses Phase 2 (Applying) and Phase 3 (Producing) of the Problem solving process (Syllabus, p.14). The audio component can be prepared in a free audio editor and recorder such as Audacity and the product can then be synthesised in presentation software such as PowerPoint or Windows Movie Maker. evaluation of solving and make recommendations concepts, Component 3: Written evaluation Write a report on the process of making the product, evaluating it in terms of input, process, product and make Use the questions below to guide your evaluation. Evaluate the inputs: The specialist equipment used. Explain your choice of hardware. The software used. Explain your choice of software. The people involved, team, individual, client, assistance, technicians. The script. Evaluate the process: The application of your knowledge of to complete the clients request. The process of making the audio tracks. What difficulties were experienced? Evaluate the product: Component 3 addresses Phase 3 (Evaluating) of the Problem solving process (Syllabus, p.14). The suitability of product for the desired audience. The technical details of the product (analyse the file format, audio resolution, and sound quality of the product). Page 2 of 5
How well the product matched your initial concept as proposed to the client. Make recommendations: List and explain recommendations or advice would you provide for others as they prepare ICT for clients. Conditions Assessment conditions Semesters 1 2 Semesters 3 4 Written component 400 700 words, including the analysis of client requirements, identification of, identification and explanation of requirements, letter to client (including script), identification of your solution, evaluation and 500 900 words, including the analysis of client requirements, identification of, identification and explanation of requirements, letter to client (including script), identification of your solution, evaluation and Product component One PowerPoint or video with audio and images. (Schools provide students with some continuous class time to develop the product component/s of their project.) Authentication strategies Monitor progress during class time. Provide feedback and copies of each student s response, retained at key points in the assessment process. Further advice regarding authentication strategies is available in: the document Advice about strategies for authenticating student work for learning and assessment available at: www.qcaa.qld.edu.au/downloads/senior/snr_tla_strat_auth _stud_work.docx video clips in the series Implementing teaching, learning and assessment on the Senior assessment hub at www.qcaa.qld.edu.au/31164.html. Page 3 of 5
Instrument-specific criteria and standards Standard A Standard B Standard C Standard D Standard E Knowing and understanding comprehensive comprehensive explanation of the use of audio in society. detailed explanation of detailed explanation of the use of audio in society. explanation of the use of audio in society. partial identification and simple description of partial identification and simple description of the use of audio in society. minimal identification and superficial description of requirements minimal identification and superficial description of the use of audio in society. Analysing and applying logical analysis of audio s to identify coherent communication of audio information to an audience using a considered selection of visual proficient application of to complete tasks in a range of audio considered analysis of to identify clear communication of audio information to an audience using relevant visual competent application of to complete tasks in a range of audio analysis of to identify information to an audience using visual concepts, description of aspects of vague communication of audio information to an inconsistently basic application of to partially complete tasks in audio partial description of aspects of unclear statements of audio information use of software and hardware concepts, ideas and skills in audio Page 4 of 5
Producing and evaluating logical synthesis of audio proficiently plan a solution to a given audio that systematically addresses an audio reasoned evaluation of -solving and make logical effective synthesis of audio concepts and ideas to successfully plan a solution to a given audio that effectively addresses an audio considered evaluation of -solving and make plausible synthesis of audio plan a solution to a given audio that addresses an audio evaluation of solving and make listing of related audio partially plan a solution to a given audio production of a response that engages with an audio description of solving and make basic collection of information related to planning a solution to a given audio production of a partial response that engages with aspects of an audio fragmented description of -solving and statements of opinion. This standards matrix has been made instrument-specific by specifying the context and genres and deleting any objectives not being assessed in this task. Page 5 of 5