Students are graded on their progress in three learning objectives, according to the criteria described below. The following describes what would qualify as a 10/10 grade.
Design Research Skills - 10 EC
Student is able to engage with university-level texts independently, and to synthesize and interpret collaboratively by extracting concrete pointers from the texts. Student demonstrates the ability to understand and apply methods to unearth values in design, create new design prompts (what if..? questions), and prototypes for debate (conversation pieces). The student shows the ability to frame and reframe the research objectives an pursue a highly iterative process in which concepts consistently evolve and improve.
The student’s process of inquiry centers making as research through various externalization activities (sketching, small experiments, materials research, tinkering, simple prototypes), in tandem with reflective and critical assessment of insights and results gained. Student can produce a synthesis of conceptual and material development of a design research project in the form of an insightful, well-crafted research zine. The students show the ability to curate and present their work aesthetically at a public expo.
Collaborative Learning - 10 EC
Student exhibits a professional attitude towards team, coaches and partners. He/she shows independence as well as the ability to collaborate, contribute and communicate constructively, embrace feedback, and plan the work well. Student actively opens up the design process to others inside and outside the program and explicitly reflects on these encounters and how they contributed to the project. Student has shown he/she knows how and when to ask for technical support and feedback in order to keep the project moving. Student can show he/she has made considerable amount of significant contributions to the project, which is reflected in the team’s Trail of Evidence.
Maker Skills & Attitude - 10 EC
Student demonstrates further development of their digital craftsmanship in relation to the specific needs of the project, and shows he/she has been able to continue their learning semi-independently. Student delivers aesthetic and well-crafted products across the board (from objects to ToE contributions). The student consistently provides arguments for decisions made, verbally and in writing. Student delivers meticulous, in-depth documentation that other makers are able to draw and learn from. Student demonstrates careful consideration of materials used, their ecological footprint and other relevant properties.
Requirements and deliverables
The deadline for submission for the first assessment is: Monday 24 June, 5PM.
By that time all the deliverables need to be uploaded to your Hotglue page as described here:
- Assignments given in the Methods seminars (on Hotglue page in week 12)
- Weekly contributions to Trail of Evidence (on Hotglue + hardcopy handed in on or before June 24th)
- Participation in Class Expo
- Research Zine (hand-in a hardcopy on or before June 24th, 5PM)
- Weekly maker documentation on Hotglue page
- 10 High resolution images of process/products of the research project (posted on Slack)
- Verbal examination with reflections on your personal learning progress (posted on Slack)
NOTE: it is very important that you document on an ongoing basis, so all the work you have done is up for evaluation by Monday 24 June, 5PM latest. Late submissions will not be considered.
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 11-20, 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 place on Thursday 27 June and will take 20 minutes:
10 minutes verbal assessments, 10 minutes for questions and feedback