DSGN6032_Assessment 3 Brief_T1_2016.Docx Page 1 of 9
| ASSESSMENT BRIEF | |
| Subject Code and Title | DSGN 6032: Capstone Project |
| Assessment | Assessment 3: Final Project Work: Presentation, Defense, and Final Report |
| Individual/Group | Individual |
| Length | Part A: Final Presentation (no more than 15 minutes) Part B: Final Written Report (3000 words) |
| Learning Outcomes | 1. Critically evaluate a discrete body of knowledge within the Design discipline; including appraising established theories and recent industry developments relevant to the Capstone Project. 3. Generate creative and innovative solutions that draw upon existing concepts to demonstrate mastery of design practice and theory. 4. Engage in a systematic process of problem solving to identify and assess a real world need, and propose an appropriate solution the problem. 5. Apply critical analysis skills with particular attention to reflexive and reflective practice, social engagement, and the university ethos, demonstrating adaptability, initiative, and responsibility as a practitioner and learner. 6. Effectively disseminate complex ideas and research outcomes with a refined visual language to a diverse audience using a variety of formats and highly developed communication skills. |
| Submission | Part A: During Week 11 – to be confirmed with LF Part B: By 11:55pm AEST/AEDT Sunday of Week 11 |
| Weighting | Part A: 30% Part B: 20% |
| Total Marks | 100 marks |
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Context:
This assessment task is designed to showcase the range of skills acquired throughout the
subject including articulating complex design thinking, presenting work to a varied audience,
defending a project with thorough research and critical thinking, and any technical skills
utilised throughout the process of the Capstone project. This will occur during a final verbal
presentation of the work conducted throughout the subject, as well as a written component
outlining the entire process from preparation to completed project.
The ability to speak clearly and confidently about one’s design process is an essential part of
a designer’s professional practice. Being able to defend a design solution or outcome to a
group of key stakeholders is also important in a professional context. Defending one’s work
from a thoughtfully considered position that is grounded in methodology and research is a
strong skill for any creative practitioner as it demonstrates their ability to accept critique
and build resilience.
Instructions:
This assessment task is broken into two distinct parts: a final presentation of your work
showcasing the outcome of your Capstone project, and a final written report that entails the
process and research that supports your project. Both will be delivered in Week 11.
Part A: Final Presentation of Project Work
The delivery of the final presentation of work you have conducted throughout the trimester
will be no longer than 15 minutes. As the Subject Outline indicates, projects can be static or
interactive, print or digital, objects or installations, and could incorporate sound or moving
image but could also be a systems design of a problem. Your final presentation should
include:
x An introduction to your Capstone Project topic.
x A brief recap of your methodological approach.
x A summary of how your Capstone Project is situated within existing ideas, theories,
and design work.
x A detailed account of your project work (showcasing your final outcome during this
process) ʹ Explain the process you undertook throughout the trimester. What issues
did you have to confront and how did you do this? Critically evaluate your final
outcomes.
x A discussion of your reflective and reflexive practice using your Reflective Process
Diary as evidence of this process. ʹ You may draw upon your regular informal
reflections, as well as any formal reflection points that followed previous Assessment
submissions (see Assessment Brief 4 for more details). How have these helped to
support and shape your project and process?
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x How does your project address the University’s ethos ;Design for ‘good’, Validity,
Social engagement and so on)?
x What are the affordances associated with the project (consider issues to do with
cost-price, distribution price, cost-value equation, usability and accessibility).
x A summary conclusion to your Capstone Project.
You will present this completed project work to a panel of selected experts (including your
Learning Facilitator and Supervisor) who will then hold a question and answer session (5-10
minutes) where they will ask you questions to elaborate on and defend your project. This is
a constructive learning exercise, so be polite, open and respectful. You should also spend
some time before your presentation considering what your audience may ask and preparing
potential answers (you may wish to do this in conjunction with your Learning Facilitator
and/or Supervisor during one of your weekly meetings). Additionally, you will be asked to
reflect on the feedback you receive from the panel in your Reflective process diary
(Assessment Brief 4).
Part A Submission Details:
The final presentation of no more than 15 minutes will be scheduled in consultation with
your Learning Facilitator to be presented to a panel during Week 11.
The Learning Facilitator/Supervisor will offer a grade out of 30% for this component of the
assessment and you will receive feedback during the question and answer session.
Part B: Final Written report
The final written report will accompany your final presentation by formalising your thoughts
into an appropriate academic rationale. This will be 3000 words and will include:
x An introductory paragraph that outlines your Capstone Project topic and lays out the
contents of the report.
x The methodology underpinning your project (including how reflective and reflexive
practice informed your process)
x How your project is situated within and connected to existing ideas, theories, and
design work.
x A detailed account of your project work ʹ what stages you progressed through, what
issues arose and how did you overcome them? You should also include evidence of
your design process here (photos, scans, sketches etc).
x An integrated examination of your reflective and reflexive practice using your
Reflective Process Diary as evidence of this process (drawing upon both informal and
formal reflections – see Assessment Brief 4 for more details). How have these helped
to support and shape your project and process?
x Showcase your finished project in its entirety (you may submit your final outcome as
an attachment to support your written report).
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x A critical analysis of your final outcomes ʹ this will also include a discussion of how
your project addresses the University’s ethos, the affordances associated with the
project, and what you would do differently next time.
x A conclusion to your Capstone Project.
This written report should use appropriate academic language and adhere to the
referencing conventions of the design discipline (see APA Guide). You may incorporate
material from your draft written report (Part B of Assessment Brief 2), but you should have
revised it considerably based on the feedback you gained so that it is not exactly the same.
Part B Submission Details:
The final written component will be uploaded to Blackboard as a PDF document (using
software of your choice – please be mindful of your document design as part of the
communication of this material) by 11:55pm AEST/AEDT Sunday of Week 11. If possible
please also upload your final project (this may be in the form of photos and/or scans, video
or sound files, etc and could either be a separate entity or embedded within the final
report).
The Learning Facilitator/Supervisor will offer a grade out of 20% for this component of the
assessment and feedback will be given at the conclusion of the trimester.
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Learning Rubrics
| Assessment Attributes |
Fail (0-49) |
Pass (50-64) |
Credit (65-74) |
Distinction (75-84) |
High Distinction (85-100) |
| Grade Description (Grading Scheme) |
Evidence of unsatisfactory achievement of one or more of the learning objectives of the course, insufficient understanding of the course content and/or unsatisfactory level of skill development. |
Evidence of satisfactory achievement of course learning objectives, the development of relevant skills to a competent level, and adequate interpretation and critical analysis skills. |
Evidence of a good level of understanding, knowledge and skill development in relation to the content of the course or work of a superior quality on the majority of the learning objectives of the course. Demonstration of a high level of interpretation and critical analysis skills. |
Evidence of a high level of achievement of the learning objectives of the course demonstrated in such areas as interpretation and critical analysis, logical argument, use of methodology and communication skills. |
Evidence of an exceptional level of achievement of learning objectives across the entire content of the course demonstrated in such areas as interpretation and critical analysis, logical argument, creativity, originality, use of methodology and communication skills. |
| Knowledge and skills demonstrating creativity and initiative 25% |
Limited understanding of required concepts and knowledge Key components of the assignment are not all addressed. |
Adequate Knowledge or understanding of the field or discipline. Key components of the assignment are all addressed. Often conflates/confuses assertion of personal opinion with information substantiated by evidence from the research/course materials. |
Thorough knowledge or understanding of the field or discipline/s. Supports personal opinion and information substantiated by evidence from the research/course materials. Explores the limits & strengths of current knowledge Demonstrates a capacity to explain and apply relevant concepts. |
Highly developed understanding of the field or discipline/s. Discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading. Evaluates the limits & strengths of current knowledge. |
Demonstrates a sophisticated understanding of the field or discipline/s. Systematically and critically discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading. Extends the limits & strengths of current |
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| Well demonstrated capacity to explain and apply relevant concepts. |
knowledge. Mastery of concepts and application to new situations/further learning. |
||||
| Application of knowledge to a discrete body of knowledge within the Design discipline 25% |
Limited understanding of the Design discipline. Uses a limited range of information as the basis of recommended practice. |
Understands the Design discipline including a broader context of existing ideas, theories, design work, and industry developments relevant to the Capstone Project. Accesses relevant information. Adequately utilises information from a variety of sources. |
Understands the impact of a broader context of existing ideas, theories, design work, and industry developments relevant to the Capstone Project. Demonstrates awareness of product development/service provision. Understands the Design discipline. Can prepare and present work to date. |
Evaluates the impact of the Capstone Project within a broader context of existing ideas, theories, and design work, and articulate where the project will be positioned in this landscape. Demonstrates awareness of product development/service provision. Understands the Design discipline and its risks. Can prepare and present work to date. |
Demonstrates cultural sensitivity. Analyses the impact of the Capstone Project within a broader context of existing ideas, theories, and design work, and articulate where the project will be positioned in this landscape. Critically demonstrates awareness of product development/service provision. Holistic understanding of the Design discipline and its risks. Can prepare and present work completed to date. |
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| Ethical and Moral Reasoning (recognises ethical and moral issues within a discipline and is able to reason based on these principles). 10% |
Difficulty in formulating own opinion and lack of recognition of ethical principles and competing interests. Does not clearly demonstrate moral-ethical reasoning. |
Difficulty in justifying conclusions based on moral-ethical principles but recognises different viewpoints. |
Conclusions are justified based on moral-ethical principles. |
Formulates and justifies conclusions based on moral ethical principles. Can recognise the competing interests in arguments and identify ethical issues embodied in them. |
Uses ethical principles to identify competing interests and views. Sophisticated understanding of the ethical and moral positions. Well-articulated viewpoint based on moral-ethical reasoning. |
| Adaptability and Focus on Client and Stakeholder Needs 10% |
Shows little initiative or innovation in finding methods for improving quality and productivity. Resists changing project plans, designs, or methods in the face of new information. ‘Do the right thing’ is unrecognized and often takes risky project or design decisions for the sake of expediency. |
Makes some effort in finding or implementing effective methods for improving quality and productivity. Does not adequately adapt and adjust project plans, designs, and methods as new information becomes available. ‘Do the right thing’ is recognized but still places expediency above client and stakeholder best interests when making decisions. |
Shows reasonable initiative in finding and implementing effective methods for improving quality and productivity. Somewhat adapts and adjusts project plans, designs, and methods as new information becomes available. ‘Do the right thing’ is important and generally acts in client and stakeholder best interests and mostly avoids making major project or design decisions for the sake of expediency. |
Clearly shows high initiative in finding and implementing effective methods for improving quality and productivity. Clearly adapts and adjusts project plans, project vision, scope, requirements, designs, and methods as new information becomes available. ‘Doing the right thing’ is foremost and consistently acts in client and stakeholder best interests. |
Is innovative in finding and implementing effective methods for improving quality and productivity. Innovatively adapts and adjusts project plans, project vision, scope, requirements, designs, and methods as new information becomes available. Is innovative in linking ‘doing the right thing’ to client and stakeholders best interests. |
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| Use of academic and discipline conventions and sources of evidence 10% |
Poorly written with errors in spelling, grammar. Demonstrates inconsistent use of good quality, credible and relevant research sources to support and develop ideas. There are mistakes in using the APA style. |
Is written according to academic genre (e.g. with introduction, conclusion or summary) and has accurate spelling, grammar, sentence and paragraph construction. Demonstrates consistent use of credible and relevant research sources to support and develop ideas, but these are not always explicit or well developed. There are no mistakes in using the APA style. |
Is well-written and adheres to the academic genre (e.g. with introduction, conclusion or summary). Demonstrates consistent use of high quality, credible and relevant research sources to support and develop ideas. There are no mistakes in using the APA style. |
Is very well-written and adheres to the academic genre. Consistently demonstrates expert use of good quality, credible and relevant research sources to support and develop appropriate arguments and statements. Shows evidence of reading beyond the key reading There are no mistakes in using the APA style. |
Expertly written and adheres to the academic genre. Demonstrates expert use of high-quality, credible and relevant research sources to support and develop arguments and position statements. Shows extensive evidence of reading beyond the key reading There are no mistakes in using the APA Style. |
| Effective Communication to disseminate complex ideas and project outcomes with visual language to a diverse audience using a variety of formats 20% |
Difficult to understand for audience, no logical/clear structure, poor flow of ideas, argument lacks supporting evidence. No effort is made to keep diverse audience engaged. Visual language is unrefined and does not use a variety of formats. |
Information, arguments and evidence are presented in a way that is not always clear and logical. Attempts are made to keep the diverse audience engaged, but not always successful. Line of reasoning is often difficult to follow. Visual language are used more for effect than |
Information, arguments and evidence are well presented, mostly clear flow of ideas and arguments. The diverse audience is mostly engaged, line of reasoning is easy to follow. Effective visual language including the use of a variety of formats. |
Information, arguments and evidence are very well presented, the presentation is logical, clear and well supported by evidence. Engages the diverse audience, demonstrates cultural sensitivity. Carefully and well |
Expertly presented; the presentation is logical, persuasive, and well supported by evidence, demonstrating a clear flow of ideas and arguments. Engages and sustains the diverse audience’s interest in the topic, demonstrates high levels of cultural sensitivity |
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| relevance and does not include a variety of formats. |
prepared dissemination of complex ideas and project outcomes with visual language using a variety of formats. |
Effectively disseminate complex ideas and project outcomes with a refined visual language, including the use of a variety of formats (e.g. graphics and multi media). |
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