EVALUATION

the real story…

TODAY
● How evaluations fit into your course specifications
● Simple framework for evaluation
● Critical thinking vs non-critical thinking
● Practice our evaluative skills & get results!
Who wants to improve their creative skills?
Evaluation:

“The making of a judgement about the… value of something; assessment”.

- Oxford English Dictionary

Evaluation helps identify HOW we can
improve
UNIT 10
Assessment criteria

1.1 Analyse the characteristics of the audience for a chosen creative media production activity.

1.2 Interpret research activity to develop ideas and creative proposals for a chosen audience.

2.1 Demonstrate independence in decision making in planning and developing creative solutions.

2.2 Select appropriate media and processes to communicate ideas for an identified audience.

3.1 Critically evaluate creative solutions against identified audience characteristics.

3.2 Critically evaluate and reflect on learning to inform personal development.

SOUND FAMILIAR….?

Assessment criteria are the SAME & are essentially….

(someone please say it…)
THE
DESIGN
CYCLE
THE RESEARCH

DESIGN
CYCLE
THE RESEARCH

DESIGN
DEVELOP
IDEAS

CYCLE
THE RESEARCH

DESIGN
DEVELOP
IDEAS

CYCLE
CREATE
THE RESEARCH

DESIGN
DEVELOP
EVALUATE
IDEAS

CYCLE
CREATE
UNIT 10
Assessment criteria

1.1 Analyse the characteristics of the audience for a chosen creative media production activity.

1.2 Interpret research activity to develop ideas and creative proposals for a chosen audience. RESEARCH

2.1 Demonstrate independence in decision making in planning and developing creative solutions. DEVELOP IDEAS
2.2 Select appropriate media and processes to communicate ideas for an identified audience. CREATE

3.1 Critically evaluate creative solutions against identified audience characteristics.

3.2 Critically evaluate and reflect on learning to inform personal development.

EVALUATE
UAL Creative Media Production EVALUATION criteria
FAIL
Insufficient evidence of ongoing
evaluation, lack of or only basic analysis just doing
and little or no justification for ideas.

PASS
Clearly communicated evidence of
valid evaluation and realistic analysis evaluation impacting ideas
independently used to inform and
develop ideas.

MERIT

making relevant decisions with critical thinking

Effective communication of analysis and
interpretation, independent synthesis of
information and application of reasoned decision
making to inform development of ideas.

DISTINCTION
Accomplished and professional communication of
perceptive analysis and interpretation, demonstrating astute & mature critique that push your ideas further
clarity and sophistication in thinking and maturity in
decision making to progress ideas.
What are these extra terms
Juan & I keep using?
Critical Thinking:

“the objective analysis and evaluation of an issue in order to form a

judgement”.

- Oxford English Dictionary

Critical Thinking:

“the objective analysis and evaluation of an issue in order to form a

judgement”.

- Oxford English Dictionary

Critique (noun) = a detailed analysis and assessment of

something
(in our case: a creative media project)
How was
your lunch?
how we can learn to think critically
Descriptive (the facts)

“I ate fish and chips, yum!”

• Gives introductory & background/contextual information

• Lists, catalogues, outlines things/methods/details
• Does not establish relationships
Critical / Evaluative (making links & reasoned, objective,
judgements)

“The fish & chips I ate for lunch was a heavy, stodgy meal and a
huge portion. It contained a lot of carbohydrates which can be good
for giving you energy; however, this afternoon I’m just sitting at my
desk not burning off energy so it has caused me to feel very full and
lethargic”.
Critical / Evaluative (making links & reasoned, objective,
judgements)

● Identifies the significance of what happened

● Evaluates strengths & weakness
● Analyses why things are done a certain way
● Shows why a theory is relevant
● Identifies suitablity or appropriateness
● Gives reasons
● Makes judgements
● Draws conclusions & makes recommendations
● Uses multiple perspectives
Adding reflection (how it affected you)

“Even though I love fish & chips, it probably wasn’t a sensible

choice today as now I’m struggling to concentrate on my very
interesting media session. Next time I’ll have something lighter like
a salad so I can concentrate fully and be more engaged in the
session”.
● Uses reflection/review to document experience,
learning or realisation that took place
● Identifies future steps/actions
Only describe what you need
to give enough CONTEXT to
your CRITIQUE.
Which of the following are critical or evaluative
statements?
On handout: write YES or NO
I’M AFRAID THERE’S SOME
BAD NEWS…
warning: the following evaluation based exercise is rated 15
SALLY DIEd!
 SALLY DIEd!
But we can bring her justice & peace by figuring out how she died…
 SALLY DIEd!
But we can bring her justice & peace by figuring out how she died…

USING CRITICAL THINKING & REASONING

(to discern the murder weapon)
#JUSTICEFORSALLY
To make a relevant judgement,
assessment or evaluation, we
need to remember to: Sorry about
sally…

D.I.E.
D.I.E.
Like the UAL criteria
Juan & Charlotte use to
DEFINE assess your work? ? Yes!

the criteria (HOW to assess & WHO for?) And for Unit 10 defining
who your audience is!
D.I.E.
DEFINE Draw links
between elements
the criteria (HOW to assess & WHO for?) & the criteria

INTERPRET
the characteristics (WHAT & WHERE)

EVALUATE
the merits & pitfalls off these characteristics with reference to our defined criteria
D.I.E.
It’s not just a
DEFINE personal opinion,
be objective -
the criteria (HOW to assess & WHO for?) like me, I don’t
discriminate…
INTERPRET
the characteristics (WHAT & WHERE)

EXPLAIN
the strengths & weaknesses (WHY do they fit the criteria?)
So what?
And what about Sally???
Today you’re not Marvel colourists… You’re detectives!!

One of these items was used to kill Sally - but which?

DEFINE how we can assess the items:
WERE THEY USED TO KILL SALLY?

INTERPRET what characteristics the items have:

IN WHAT WAY COULD THEY BE DEADLY?

EVALUATE why the items may or may not be the murder weapon:
WITH ALL THE INFORMATION,
WHICH WEAPON DO YOU THINK WAS USED TO KILL SALLY?
Choose your weapon…
1. Pick an item at random
2. Identify characteristics that could implicate item as the murder weapon (5 mins)
Choose your weapon…
1. Pick an item at random
2. Identify characteristics that could implicate item as the murder weapon (5 mins)
3. Pair up with whoever has the same item as you
4. Discuss how to convince your jury that this WAS the murder weapon (5 mins)
Choose your weapon…
1. Pick an item at random
2. Identify characteristics that could implicate item as the murder weapon (5 mins)
3. Pair up with whoever has the same item as you
4. Discuss how to convince your jury that this WAS the murder weapon (5 mins)
5. Pairs: present your argument to the jury! (1 min MAX)
6. Jury: Judge 1 - 9 how strongly you are convinced that this is the murder weapon

#JUSTICEFORSALLY