DSGN 101 - Design Fundementals - Stage 3 - Robert McAteer

Assessment

Assessment Methods
  • Analysis of exam, quiz, or homework items linked to specific SLOs
  • Assignments based on rubrics (such as essays, projects, and performances)
  • Direct observation of performances, practical exams, group work
  • Student self-assessments (such as reflective journals and surveys)
  • Student collaborative group work
Assessment DescriptionA take-home, design analysis exam was evaluated using a corresponding rubric. Another rubric was used to evaluate group collaborative and iterative project. Students provided self- and team member evaluations for the collaborative and iterative project.
Learning OutcomesSLO's:

A. Use the design process to solve various design problems.

B. Revise and improve a design solution using an iterative process.

C. Develop solutions working (individually and) as part of a group.

D. Explain their design process visually, orally and in written form.

F. Demonstrate techniques or using physical and visual attributes (tone, value, texture, etc.) in creating and representing figures and forms.

G. Employ perceptual theories and concepts in (two- and) three-dimensional space.

M. Assess the role of process models in design problem-solving
Number of Sections2 (ALL)
Number of Instructors4 (ALL)
Number of Students~80

Data Analysis

Data Shared With

Instructors of the same course (at CCSF)

Data Sharing Methods
  • Face-to-face meetings
  • Email
  • Shared document files
Data SummaryThe majority of students were successfully meeting the minimum requirements.
Analysis SummaryMore than 75% scoring average or better, however, we felt there was clear room for improvement.
Next Steps PlannedWe will conducting the same data gathering and analysis in the Fall 2013 in order to determine what changes, if any, should be made.
Learning OutcomesSLO’s:

A. Use the design process to solve various design problems.

B. Revise and improve a design solution using an iterative process.

C. Develop solutions working (individually and) as part of a group.

D. Explain their design process visually, orally and in written form.

F. Demonstrate techniques or using physical and visual attributes (tone, value, texture, etc.) in creating and representing figures and forms.

G. Employ perceptual theories and concepts in (two- and) three-dimensional space.

M. Assess the role of process models in design problem-solving

Changes

DetailsWe made some changes to the language on the take-home design analysis exam.
Learning OutcomesG. Employ perceptual theories and concepts in (two- and) three-dimensional space.

Tentative Future Plans

TermFall 2013
Activities

Analysis and discussion of assessment data and next steps

More DetailsWe will utilize the same rubrics and student self- and team member review in order to compare data and make determinations for needed changes.

SLO Details Storage Location

ELECTRONIC COPY - On a department web server or shared document system

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