iii. present the final chosen design and justify its selection
When presenting the final chosen design, students must provide a clear image of that design, which clearly shows its details and features. This image should be presented as a final illustration, separate to any developmental work.
For product design, students create a clear, well-presented illustration of the final chosen design that highlights details such as colour, form, texture, proportion, how the solution functions and all its features.
For digital design, students create a clear, well-presented illustration of the final chosen design that highlights details such as colour, form, fonts, layout, how the solution is interacted with and its features.
For product design, students create a clear, well-presented illustration of the final chosen design that highlights details such as colour, form, texture, proportion, how the solution functions and all its features.
For digital design, students create a clear, well-presented illustration of the final chosen design that highlights details such as colour, form, fonts, layout, how the solution is interacted with and its features.
Examples of student work
Selecting and justifying the chosen design
When working with a client or target market, feedback is a vital source for selecting a design to take forward for prototyping. Students should formulate questions, which could be delivered in the form of an interview or survey, to find out which design their client likes the best and why. They then summarize findings in a written statement.
The questions should focus on gaining feedback related to the aspects of the specification that have qualitative/subjective parameters. Students should recognize that clients may change their minds at this point, and therefore the specification; they may have to redevelop their chosen idea.
Students will also need to critically evaluate the chosen idea against each specification and justify how the chosen design satisfies the specification. If the design does not meet the design specification, it needs further development—or the specification needs redevelopment
Example 1
In figure 34, the student can choose to disregard design C, which meets the design specifications, and continue to develop designs B and D. Design D is developed further to meet the design specifications fully. However, design B needs much more development to meet the design specifications.
The questions should focus on gaining feedback related to the aspects of the specification that have qualitative/subjective parameters. Students should recognize that clients may change their minds at this point, and therefore the specification; they may have to redevelop their chosen idea.
Students will also need to critically evaluate the chosen idea against each specification and justify how the chosen design satisfies the specification. If the design does not meet the design specification, it needs further development—or the specification needs redevelopment
Example 1
In figure 34, the student can choose to disregard design C, which meets the design specifications, and continue to develop designs B and D. Design D is developed further to meet the design specifications fully. However, design B needs much more development to meet the design specifications.
If the teacher informs the student that design D cannot be made due to the unavailability of a resource, the student can then either develop design B further to incorporate the required change or change the design specification so that the existing design can meet it.
Example 2
In figure 35, the student assigns a quantitative rating of how well each design meets each of the design specifications. Design 2 seemed more likely to be chosen because it received the highest rating from peers. However, feedback from the client indicated that the design was not preferable.
Designs can be further developed to improve their weak ratings against particular specifications, but when designs are developed for a particular client as opposed to a target audience, after the design has been developed to fully meet the design specifications, the client has the final choice.
In figure 35, the student assigns a quantitative rating of how well each design meets each of the design specifications. Design 2 seemed more likely to be chosen because it received the highest rating from peers. However, feedback from the client indicated that the design was not preferable.
Designs can be further developed to improve their weak ratings against particular specifications, but when designs are developed for a particular client as opposed to a target audience, after the design has been developed to fully meet the design specifications, the client has the final choice.