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

شعبة مدارس الكفيل تنظم ورشة عن التمكين الإرشادي ومهارات التعامل مع الأطفال واليافعين

العتبة العباسية المقدسة تستقبل وفود المؤتمر العلمي الدولي للسيد المجاهد (قدس سره)

قسم شؤون المعارف يقيم ندوة تعريفية عن مؤتمر التراث البصري في جامعة بابل

شعبة التوجيه الديني النسوي تقيم مجلس عزاء بذكرى وفاة السيدة زينب (عليها السلام)

المزيد

الآخبار الصحية

طبيب يكشف أفضل مكمل غذائي لتحسين المزاج ودعم الصحة النفسية

دراسة جديدة تكشف أضرار الأطعمة الجاهزة على القلب ؟

6 أطعمة طبيعية تهدئ الزكام دون أدوية.. تعرف عليهم

ماذا يحدث لأعراض الزكام عند تناول الثوم بانتظام؟

المزيد

الآخبار التكنلوجية

ابتكار ثوري في بطاريات السيارات الكهربائية.. سعة أعلى 4 مرات

ماذا يحدث لجسمك عند شرب الماء الساخن يوميا؟

7 فوائد "خفية" لشرب شاي الكركديه كل يوم

دراسة تكشف قدرة الحيتان على سماع الأصوات منخفضة وعالية التردد من مسافة بعيدة

المزيد

مواضيع ذات صلة

Parents with Learning Disabilities CONCLUSION

PROVISION OF SUPPORT

CARING FOR CHILDREN

EUGENICS AND ETHICAL ISSUES

PARENTING

DISCRIMINATION AND DIVERSITY

THE HISTORICAL PERSPECTIVE

Parents with Learning Disabilities

Legislation and Learning Disabilities CONCLUSION

LEGAL SAFEGUARDS

MENTAL CAPACITY ACT 2005

THE HUMAN RIGHTS ACT 1998