Appendix Taxonomy for Design Assessment Presentation
المؤلف:
Richard Tucker
المصدر:
Enhancing Teaching and Learning through Assessment
الجزء والصفحة:
P225-C19
2025-07-09
462
Appendix Taxonomy for Design Assessment
Presentation
Excellent - 5
The student generates an appropriate and varied range of presentation techniques which may include computer generated material. They are executed accurately and with clarity and imagination. All material is suitably labelled and annotated.
The presentation is commensurate with the design sensibilities and intentions and expresses the intentions creatively and directly.
The oral presentation is executed in a well-organized manner and within the time limit.
A good range of appropriate design terminology is used, and there are few, if any, errors in grammar, punctuation, or spelling.
The presentation work engages and fosters critique and conversation.
Very Good - 4
The student selects and integrates appropriate presentation techniques, all of which are competently executed. All material is clearly labelled.
The relation between image and idea is clear with little verbal assistance.
The material is presented in a clear way and within the time limit.
Appropriate terminology is often used, but there may be occasional errors in grammar, punctuation, and spelling.
The work is strengthened by concrete critique and discussion.
Good - 3
The student combines a limited range of straightforward techniques, most of which are appropriate. There is sufficient labelling of material. The student may require some assistance.
The presentation is neatly executed but may run longer than the time limit.
Appropriate terminology is sometimes used, but there are some errors in grammar, punctuation and spelling.
Acceptable - 2
Simple techniques are used, some of which are appropriate. The student may rely on one or two methods. Labels may be incomplete. The student may require much assistance in organizing information for presentation.
Appropriate terminology is used in a few places, and there are noticeable errors in grammar, punctuation and spelling.
Critique and discussion is largely pragmatic and prosaic and struggles to express idea.
Inadequate - 1
The student uses inappropriate techniques which do not present the material clearly.
The presentation is disorganized and there are intrusive errors in grammar, punctuation and spelling.
Critique and conversation is pragmatic and mostly taken up with clarification and discussion of extra material required and functional/structural inadequacies.
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