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Design Communication (Degree)-2012-Project 3 Marking Rubric

Design Communication (Degree)-2012-Project 3 Marking Rubric

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Published by: wm on Jun 27, 2012
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 Centre For Modern Architecture Studies in Southeast AsiaBachelor of Science (Honours) (ArchitectureDESIGN COMMUNICATION [ARC 1713]Prerequisite: None
Project: 3Finishing & Presentation BoardSubmission date: 3 JULY 2012Learning Outcomes of this Project (as stated in outline)
1.Ability to visually communicate ideas and own design to others clearly.2.The ability to work efficiently and deliver within a set timeline.3.Create a cohesive and captivating package based on your acquired skillsand natural strengths
Assessment criteria (as stated in outline and in lecture)
 The students are to prove their ability as mentioned in the learningoutcomes through the following criteria:
Creating a highly legible board (a set of panels that can speak andpresent for themselves without an oral presentation)
Understanding their skill set and strengths
Identifying what material they need and can produce within settimeframe
Extra marks for visual identity and/or a consistency in style
Marking rubricCriteriaGuideline: Considerations whenawarding pointsLearning outcome # 1: Ability to visually communicate withclarity
 This will be evident in:1Legibility of panelsAre the boards able to speak forthemselves?Can others identify the design concept and
intention without asking questions?Are they easy to read, or is it a struggle tocomprehend what is going on?2Legibility odrawings/imagesAre the drawings labelled?How are the drawings sequenced? Are theyarranged in a manner that tells a story?Has the student used appropriatelabelling/legends, lineweights, linetypes, etcto enhance the reading of his drawings?
Learning outcome #2: Working smart
 This will be evident in:1Process of materialselection(this is to begraded in considerationwith in-class consultations)How has the student considered whatdrawings/images/models to produce?Does the student demonstrate anunderstanding of the variety of media hecan use vs. what he is strong or comfortablein producing?Has he considered what he needs toillustrate his design process and finalproduct?2Delivering on timeHas the student met the set deadline?How has he/she strategised and optimisedtheir working time?Having failed to meet the deadline, has thestudent considered actions he needs to taketo do so? Has he re-strategised?
Learning outcome #3: Creating a cohesive and captivatingpackage (bonus section)
 This will be evident in:1Visual strength &compositionHow has the student chosen to present hisvisual material?Has he given considerable thought to theoverall composition and aesthetic of thepanels?And does it work to his benefit?2Style & languageHas the student created an IDENTITY for hisdesign and boards?How has he used other elements such astext, labelling, etc. to further enhance thisidentity?Does it help to sell his design?
Using the rubric & assessing the students
On the day of the peer review, students will be randomly selected to presenttheir peers’ works. The point of this exercise is to assess Learning Outcome #1,which is the legibility of their panels.

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