Formative Assessments
Students are graded on their progress in three learning objectives, according to the criteria described below.
ASSESSMENT INFORMATION
Design Research Skills - 10 EC
In the first trimester, the student demonstrates the ability to reflect on core concepts in word & image. Student shows ability to give a definition in their own words, create thoughtful and imaginative visual language to match. Can argue for and reflect on the questions a concept raises for maker/design practice (eg. openness, solutionism).
Collaborative Learning - 10 EC
Student demonstrates the ability to open their design process to the input of others and acknowledges the role of other people’s efforts and skills in their work. This may be done by asking for help, advice, information and other support; reflecting on its usefulness, and determining which elements may help you proceed (or not). Conversely, the student actively and generously contributes to the learning of others, and participates in discussions constructively & respectfully. Student identifies their own (un)learning points, discomforts & friction, verbalizes how they might be negotiated and reflectively explores disciplinary strengths & boundaries.
Maker Skills & Attitude - 10 EC
Student demonstrates the ability to learn new techniques using variety of resources (tutorials, self-study, trial & error, peers). Student shows commitment to sharing knowledge about process, product and materials. Students demonstrates ability to experiment with and test materials with awareness of sustainability issues. Student shows a commitment to developing craftsmanship and aims to deliver high quality artifacts and documentation across the board, presented aesthetically.
Requirements and deliverables
The deadline for submission for the first assessment is: Monday 8 April, 5PM.

By that time all the deliverables need to be uploaded to your Hotglue page as described here:

- Weekly documentation of your assignments (including design files and code)
- Weekly reflection on collaborative learning that occurred in and outside class
- Weekly contribution to the class zine (week 1-7)
- Documentation to date of your self-directed project (including latest design files and code)
- And additionally, 10 High resolution images of process/products of the first 10 weeks posted on Slack
NOTE: it is very important that you document on an ongoing basis, so all the work you have done up until April 8th is up on your page for us to evaluate. You can use the last few days to touch up on your objects and what you are making, and bring them to the assessment on Thursday 11 April, and upload the final iteration and images of your designs.
During the one-on-one assessment students are asked to verbally argue, in a summarized way what they have achieved in the three learning objectives mentioned above. To what extent have they managed to grow in these areas and how?

For each learning objective, the student is asked to argue for their learning by highlighting one achievement, in the form of an anecdote or pivotal moment in the learning process from week 1-10, and the insight they gained from that experience.

For each learning goal, the student also describes what they might do differently to continue to grow their skills and abilities in that area.

Preparing for the verbal assessment:
Assessments take 20 minutes:
10 minutes verbal assessments, 10 minutes for questions and feedback
Assessment schedule: