Prototype Testing Records

Overview

In this practical lesson, students test their CAD product or digital prototype with peer users against the agreed design criteria. They collect measurable observations and user feedback, then make and document final refinements where practical, preparing evidence for the completed design portfolio.

Learning intentions

Students will:

• test a prototype systematically with intended users
• collect reliable observations, measurements and feedback
• evaluate the prototype against functional, aesthetic, user and sustainability criteria
• refine the design and clearly document decisions using appropriate technical language

Success criteria

• I can explain what I am testing and which criterion it relates to.
• I can record specific evidence, measurements and respectful peer feedback.
• I can identify a strength and a limitation of my prototype.
• I can make or propose a justified refinement and document the change.

Curriculum links

• Analyse needs and opportunities, develop design briefs, and select suitable materials, systems, components, tools and equipment.
• Generate, test, iterate and communicate design ideas and solutions using digital tools.
• Analyse and judge how material, system, component, tool and equipment properties combine in a designed solution.
• Develop independent design criteria, including sustainability, to evaluate design ideas, processes and solutions.
• Select, justify, test and safely use suitable technologies, skills and processes.

Lesson structure (60 minutes)

1. 0–5 min · Hook and learning focus. Teacher displays a CAD prototype beside a refined version using the prototype testing introduction deck and asks, “What evidence would convince a user that the second design is better?” Students silently identify one possible improvement, then share with a partner.

2. 5–12 min · Testing expectations. Teacher revisits the class design criteria and models one fair test, such as measuring a dimension, checking a function or asking a user to complete a task; distribute the prototype testing and refinement record. Students annotate which criterion each test will address and identify the evidence they need to collect.

3. 12–17 min · Safety and peer-user briefing. Teacher explains safe use of computers, prototypes, measuring tools and any equipment, and models respectful feedback using the school values of Respect, Integrity and Excellence. Students form pairs or triads, allocate tester, designer and recorder roles, and read the testing instructions before beginning.

4. 17–37 min · Peer testing rotations. Teacher circulates, checks that tests are linked to criteria and prompts students to record evidence rather than opinions alone; return to the testing instructions and feedback prompts when needed. Students test one another’s CAD product or digital prototype, recording measurements, observations, task success, user comments and criterion-based judgements on the worksheet.

5. 37–47 min · Analyse evidence. Teacher pauses the class and models turning feedback into a design decision: “The user found the clasp difficult to open, so I will increase the clearance.” Students review their evidence, compare results with the agreed criteria, and write one strength, one limitation and one priority refinement supported by evidence.

6. 47–56 min · Final refinement and documentation. Teacher supports students to make feasible CAD or digital changes, or annotate proposed changes where editing is not practical, while monitoring safe and responsible technology use. Students refine their prototype, capture a before-and-after screenshot or image, and complete the change, reason and expected impact sections of the worksheet using technical vocabulary.

7. 56–60 min · Plenary and exit check. Teacher uses the final reflection prompts to lead a brief share-back. Students complete the final worksheet prompt: “Which criterion did your prototype meet least successfully, what evidence shows this, and what will you do next?”

Resources

• Teacher computer and projector
• the prototype testing introduction deck
• the prototype testing and refinement record
• Student CAD files or digital prototypes
• Computers with appropriate CAD or modelling software
• Rulers, callipers or other relevant measuring tools
• Prototype samples or screenshots
• Headphones if required
• Safety equipment appropriate to the prototype and workshop

Assessment

• Observe whether students design fair tests, use measuring tools safely and connect evidence to specific criteria.
• Check worksheets during testing for recorded measurements, observations, user feedback and justified judgements rather than unsupported opinions.
• Use the final response to assess whether students can identify an unmet criterion and explain a realistic refinement. Collect screenshots or annotated evidence for the design portfolio.

Differentiation

• Provide a completed example and sentence starters such as “The prototype met the criterion because…” and “The evidence suggests…”.
• Allow students to record feedback through labelled photographs, typed notes, voice-to-text or a teacher-approved audio recording.
• Pair students strategically and provide a checklist showing the order of testing, recording and refining; clarify technical vocabulary visually for EAL/D learners.
• Extend confident students by asking them to compare conflicting user feedback, explain a trade-off such as appearance versus function, or justify why a proposed refinement is sustainable and feasible.
• For students requiring additional support, reduce the number of criteria tested, provide pre-selected measurements and schedule a teacher conference before refinement.