Appendix Taxonomy for Design Assessment

Design Development

Excellent - 5

The student generates creative and imaginative recommendations which are clearly informed by the analytical observations on context and produce outcomes that are original and are taken beyond the confines of the original brief. The process of design from idea to outcome follows a coherent rationale clearly hypothesized by the students. Each stage of the design has been critically appraised and reflected upon, and linked into a coherent informed argument evident in the outcome.

Students have responded to supervisions with independent work and proposals, and demonstrate intent in design as well as an ability to exercise judgements that appropriately challenge supervision recommendations.

Very Good - 4

The student analyses a wide range of appropriate recommendations which meet many of the aims established from the context analysis. The outcomes are original and appropriate to the brief.

The process of design from idea to outcome shows evidence of a rational clearly explained by the students.

Students have responded to supervisions with independent work and proposals, and apply intent in design.

Good - 3

The student describes some meaningful recommendations gleaned from the analytical observations on context. The outcomes are appropriate to the brief. The student may require some assistance.

The process of design from idea to outcome shows evidence of a rational, but one that may have been described but not necessarily have been understood by the student.

Students have responded to supervisions with work and proposals informed largely by their supervision.

Acceptable - 2

The student identifies a few recommendations which show some knowledge and understanding of the observations on context. Much assistance is needed to develop ideas and recommendations.

There is evidence of a process of design from idea to outcome.

Students have responded to supervisions with work and proposals informed entirely by their supervision.

Inadequate - 1

The student produces recommendations which show little knowledge and understanding of the observations on context.

There is no evidence of a process of design from idea to outcome.

Students have not responded to supervisions.

Students have resisted using input and critique from design staff and peers.

اخر الاخبار

اخبار العتبة العباسية المقدسة

جمعية كشافة الكفيل: المجالس الحسينية تعلّم الفتية قيم نهضة الإمام الحسين (عليه السلام)

عَبرَ المجالس الحسينية.. المجمَع العلمي يقدّم محاضرات دينية وتلاوات قرآنية في بغداد والنجف وميسان

برعاية العتبة العباسية المقدسة.. موكب قناديل السماء يُحيي مراسم اليوم الثالث عشر من المحرّم

بعد انتهاء مراسم ذكرى دفن الأجساد الطاهرة قسم رعاية الصحن يباشر بحملة تنظيف واسعة لصحن مرقد أبي الفضل العباس (عليه السلام)

المزيد

الآخبار الصحية

لكبح الجوع وخسارة الوزن.. "سر بسيط" في نظام جوكوفيتش ؟

هل يساعد الرجيم في علاج الأمراض العقلية؟

لحماية أسنان طفلك.. هذا الفيتامين يقلل خطر التسوس

أكل الطعام بسرعة.. طريق سريع إلى أمراض خطيرة

المزيد

الآخبار التكنلوجية

ما هي أفضل درجة حرارة لتكييف الهواء في السيارة؟

ذوبان الأنهار الجليدية يوقظ "عمالقة نائمة"!

9 يوليو يشهد أقصر يوم في التاريخ المسجل ؟!!

راتبه عشرات ملايين الدولارات.. زوكربرغ يخطف "عقل أبل"

المزيد

مواضيع ذات صلة

Individual Essay

Essays and presentation

Laboratories

Organization of the course Presentation

Methods Themes of the course

Innovative Assessment and Learning in a Problem Based Environment

Appendix Taxonomy for Design Assessment Teamwork

Appendix Taxonomy for Design Assessment Presentation

Appendix Taxonomy for Design Assessment Design/Concept/Idea

Appendix Taxonomy for Design Assessment

Conclusions of The Impact of Assessment Modes on Collaborative Group Design Projects

A SOLO taxonomy of achievement in student design projects