GCSE ICT - Unit 4: Creating Digital Products - Controlled Assessment Record (CAR)

Oct 20, 2026

Uploaded by Sarah

GCSE ICT Unit 4 controlled assessment record (CAR) for creating digital products, specifying assessment criteria and mark allocations across investigative, planning, design, content preparation, functionality, and user interface showcase activities. The form includes sections for centre and candidate identifiers, with detailed descriptors for different mark bands covering evaluation of strengths and weaknesses, proposal quality, documentation of design decisions, preparation of appropriate content, testing effectiveness, and usability/accessibility considerations. It is structured to support consistent teacher assessment against set outcomes.

LanguageEnglish

CategoryExam

FormatPDF

Pages5

Reading Time13 min

AccessFree to download

Assessment Criteria

Activity 1: Investigation and Proposal

Activity 2: Design, Content Preparation, Functionality, User Interface

Activity 3: Showcase

GCSE ICT – Unit 4: Creating Digital Products (5IT04) Controlled Assessment Record (CAR): Assessment Criteria: (80 marks) | Centre no: | | | | | | Candidate no: | | | | | | | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | | Month / Year of examination: | | | | | | Candidate name: | | | | | | | CAB no: (e.g 0511) | | | | | | CAB name: | | | | | | | Activity 1 (20 marks) | | | | | | | | | | | | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | | 1a. Investigation: (10 marks) | | | | | | | | | | | | No rewardable content (0 marks) | The student has made some relevant comments about the strengths and weaknesses of the product, using extracts from the product to support the comments. (1‐4marks) | | | | The student has made relevant comments with some evaluation of the product’s strengths and weaknesses, including functionality and the user interface, using extracts from the product to support the comments. (5‐7 marks) | | | The student has produced a realistic evaluation of the strengths and weaknesses of the product, including functionality, usability and accessibility, illustrated by well‐chosen extracts from the product. (8‐10 marks) | | | | 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | | Centre Comments: | | | | | | | | | | | | | | | | | | | | | | | | 1b. Proposal : (10 marks) | | | | | | | | | | | | No rewardable content (0 marks) | The student has produced an outline proposal for an appropriate product, some of which is relevant. (1‐4 marks) | | | | The student has produced an informed proposal for an appropriate product. (5‐7 marks) | | | The student has produced a comprehensive and convincing proposal for an appropriate product. (8‐10 marks) | | | | 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | | Centre Comments: | | | | | | | | | | | | | | | | | | | | | | | | Activity 2 (38 marks) | | | | | | | | | | | | | | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | | 2a. Design: (10 marks) | | | | | | | | | | | | | | No rewardable content (0 marks) | The student has recorded some stages of the design process, including an indication of how the product will function, what the user interface will look like, and main content required. They have made some comments on design decisions. (1‐4 marks) | | | | The student has recorded most of the design process, giving details of how the product will function, what the user interface will look like and content required. They have commented on important design decisions.(5‐7 marks) | | | | The student has recorded the complete design process, clearly showing how the product will function, what the user interface will look like, and content required. They have justified important design decisions. (8‐10 marks) | | | | | 0 | 1 | 2 | 3 | 4 | 5 | 6 | | 7 | 8 | 9 | | 10 | | Centre Comments: | | | | | | | | | | | | | | | | | | | | | | | | | | | | 2b. Gathering and preparing content : (6 marks) | | | | | | | | | | | | | | No rewardable content (0 marks) | The student has gathered content, some of which is appropriate, for use in the product. (1‐2 marks) | | | | The student has gathered and prepared appropriate content for use in the product. (3‐4 marks) | | | | The student has gathered and prepared a variety of appropriate content for use in the product.(5‐6 marks) | | | | | 0 | 1 | | 2 | | 3 | | 4 | | 5 | | 6 | | | Centre Comments: | | | | | | | | | | | | | | | | | | | | | | | | | | | | 2c. Functionality: (12 marks) | | | | | | | | | | | | | | | | | | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | --- | | No rewardable content (0 marks) | Some aspects of the product work as intended and the functionality demonstrates limited awareness

FAQs

What are the main assessment activities in this GCSE ICT Unit 4 CAR?

The CAR groups marks into Activity 1 (Investigation and Proposal), Activity 2 (Design, Gathering and preparing content, Functionality, User interface), and Activity 3 (Showcase).

How does the CAR assess the investigation and proposal parts of Activity 1?

Investigation marks depend on how well strengths and weaknesses are commented on and supported with extracts, while proposal marks depend on the outline versus informed and comprehensive proposal quality.

What criteria determine the top mark bands for functionality and user interface?

Top bands require the product to work as intended with clear, complete user instructions, effective functionality testing, and a user interface showing strong awareness of users’ capabilities and needs supported by usability and accessibility testing.

Oct 20, 2026

Uploaded by Sarah