Didcot Girls' School - Centre No. 62425

Name ……………………...…….....................… Candidate No …….…....

Tutor group ……..…. Class ………... Teacher ……..….

Communicating Information

Level

Criteria for assessment

Marks

 

1

  • Enter text, draw a picture or load a clip-art image, create music, etc.
  • Communicate some meaning.
 

0 1

2

U

2

  • Communicate the same idea in at least two different ways - text, table, chart, picture, music, etc.
  • Achieve a specific outcome or purpose.
 

3

4

G

3

  • Change content or layout to improve appearance or quality appropriate for final presentation; correct errors.
  • Produce evidence to show improvements (ie draft copy required).
 

5

6

F

4

  • Combine different forms of information - text, tables, charts, pictures, music, etc on the same page or screen display.
  • Produce evidence to show development (ie draft copies required).
  • Show that the work has been developed to satisfy the particular needs of the intended audience or purpose.
 

7

8

E

5

  • Combine different forms and styles of information and refine by changing fonts, styles, content and/or appearance to suit the needs of more than one audience or purpose.
  • Produce evidence to show development (ie draft copies required).
  • Indicate how the work has been developed to suit the needs of each audience or purpose, including some reference to the specific characteristics of each audience.
 

9

10

D

6

  • Prepare and refine complex information to suit the needs of more than one audience or purpose (as above) but from more than one source, (CD, internet, books, scanned images, disks, sound samples)
  • Explain (describe with reasons) where the information has come from.
  • Explain (describe with reasons) how the work was developed through more than one stage for each specific audience or purpose to meet their different needs.
 

11

12

13

C

7

  • Develop complex information from a range of sources (as above) and present it to an unfamiliar and critical audience (not classmates or IT teacher). NB. only one audience required.
  • Explain (describe with reasons) where the information has come from.
  • Obtain feedback on good and bad features of the work, and explain, with evidence, how it was obtained and then used to improve the work produced.
 

14

15

16

B

8

  • Develop complex information from a range of sources and present to one unfamiliar and critical audience (as above).
  • Explain (describe with reasons) where the information has come from.
  • Obtain feedback on good and bad features of the work, and describe, with reasons, how it was obtained and then used to further improve the work produced.
  • Explain (describe with reasons) what has been done at each stage of the work to include developments and choices made.
  • Explain the reasons for the choice of software used, including reference to the relevant features of the software, how it was used and suitability for purpose.
 

17

18

19

20

A

System Design

Analysis Explanation of the task and the relevance to choice of software.  

1

Design A written/diagrammatic representation/plan of the proposed solution.  

1

Implementation Printouts/photographic evidence of the solution.  

1

Testing Evidence that the product has been checked to make sure that it does what was intended.  

1

Evaluation Evidence of how well the solution meets its intentions in terms of its efficiency, ease of use, and appropriateness to the task. Indication of improvements made during development.  

1

Total Mark /25

Spelling, Punctuation & Grammar

5 marks

0

less than reasonable (difficult to understand) + no specialist terms

1

reasonable accuracy + limited range of specialist terms

2 / 3

considerable accuracy + good range of specialist terms

4 / 5

faultless accuracy + wide range of terms & grammatical structure