ࡱ> gifa 5jbjbYQYQ `3333n$n$n$8$ $1+*%%%%%%%%*******,[-R/^*%%%%%*&%%*&&&%4%%*&$%*&&&% n$%.&&+01+& 0& 0&&dj jassessment We use a detailed course evaluation rubric (divided into three levels of achievementsophisticated, competent and not yet competent) which we feel helps students better understand what is expected of them through each stage of the process. The rubric addresses the students work products, their presentation skills and their abilities to work well as a member of a team. Course evaluation framework CriteriaLevels of AchievementSophisticatedCompetentNot Yet CompetentStage 1 definition 2.5Teambuilding Team has energy and enthusiasm, each member has a clear role Team has energy, but roles are undefinedTeam has no cohesion Clarity of direction Hypothesis is clear and a draft of a good plan for research is presented Hypothesis is clear, but research plan is not or vice versaHypothesis is confusing and is not tied to research planning Stage 2 discovery 15Quality Good data collectionthe information is accurate; sources are legitimate; appropriate reading of the situations observed or information collected Information is mostly accurate; reading of one situation may be questionable; sources good but not varied enoughInformation is unreliable and/or inaccurate; situations observed dont provide valid dataBroad spectrum of information gathered Includes six dimensions: context, audience, analogous situations, technologies, materials, other systems/competitive landscapeIncludes five dimensions Includes four or less dimensions Report/presentation of the research 1) Report/presentation of the research process summarizes needs and opportunity areas; 2) highlights key findings; and 3) many insightful implications are drawn from the dataGood report but few insightful implications or vice-versaPoor report and few implicationsStage 3 construct 30Connection to researchDeep and logical connection between research and concept directions developedSome connections to research conducted, but other important findings are not addressedLittle or no connection to the research conductedRigorous design explorations1) Alternatives explore different facets of use; 2) form evokes appropriate meanings; and 3) scenarios cover several dimensions of use2 of 3 components are addressed such as: Alternatives explore different facets of use and form evokes appropriate meanings but scenarios are weak 1 of 3 components are addressed such as: Alternatives explore different facets of use but form evokes inappropriate meanings and scenarios dont seem to connect to realistic useEffective communication of form and content directionsSketches and/or prototypes and scenarios of use bring opportunity areas to life Uneven sketches and/or prototypes so that it takes lots of explanation to communicate and it is more difficult to imagine actual useSketches and/or prototypes dont get ideas across;  Stage 4 refine 10Product evaluationTeam used systematic testing to validate or drive refinementUsed very informal feedback to drive refinementNo testing or feedbackQuality of craftsmanship and level of completion1) Final direction works wellthe form and the interaction are seamless and 2) it looks great and 3) its complete Only 2 of the 3 components are addressed such as it works well and looks great, but its incompleteFinal direction would fail in use and either the interaction or product form are unfinished Stage 5 reflect 25Product|project brief and quality of the teams reflection on a design solution Documents process, explains ideas well, clear introduction and conclusion, obvious transitions, doesnt use jargon, demonstrates knowledge of key points Document is coherent for the most part, but missing 1 or 2 important elements Document lacks coherence and is missing 3 or more important PosterIs an effective summary of the teams efforts and works visuallyIs an effective summary of the teams efforts and doesnt work visually or vice versaIs not an effective summary and does not work visuallyPresentation contentEffective slides with coherent and logical progression, covers all key points, slides clearly aid the speaker in telling a coherent story For the most part slides are helpful in telling the story with only a few glaring problems Slides interfere with the story Presentation deliveryPresentation is polished, speakers use sentences, enunciates well, maintains an effective pace and eye contact, doesnt run over allotted time Presentation is polished, for the most part, but missing 1 or 2 important elements Presentation is not polished ConnectionsBrief, poster and presentation build and enhance one anotherSome components relate and others do notBrief, presentation and poster feel as though different people produced themProgress reports 5QualityGoals, accomplishments and time are covered; completed each weekGoals, accomplishments and time are covered; but are not completed each week or vice versaGoals, accomplishments and time are not covered; not completed each week Self-evaluation 10Analysis of group process and individual role within it Clearly articulates what worked well and why, what did not work well and why, and ways to increase effectiveness and efficiency of group process in the future, considering self as well as others Discusses only two of the three; discusses group without discussing self; discusses self without discussing group Does not articulate any of the three what worked well and why, what didnt work well and why, how to improve Participation 2.5Active participationActive participation in projects, assignments, attendance/discussions, and critiquesSome participationLittle participation Shelley Evenson, School of Design, ý Senior Interaction Capstone Project Eberly Center for Teaching Excellence, ý  s z    " ( LSTdgipq 15ݵhIheDCJheD5B*phheDB*OJQJphheDOJQJheDCJOJQJheDB*phheDOJQJ heD5heDOJPJQJheD, [pkd$$Iflz0"064 lal$Ifl  $Ifl 1$7$8$H$^4Gkd$$Ifl\Y"064 lal$Ifl  $Ifl  *kd\$$Ifl\Y"  ( 064 lalp( $Ifl  VGkdm$$Ifl\Y"064 lal$Ifl  $Ifl 4 r s [G$If]l kd$$Ifl\Y"064 lal$Ifl  *kd$$Ifl\Y"  ( 064 lalp( $Ifl  , # Ekd$$Ifls\Y"064 lal$Ifl  $Ifl #   [GG $Ifl kdh$$Ifl\Y"064 lal$Ifl    % & ' ( [G $Ifl kd $$Ifl\Y"064 lal$Ifl ( ) @ :& $Ifl kd$$Ifl\Y"  ( 064 lalp( @ 5O[G $Ifl kd$$Ifl\Y"064 lal$Ifl 9HkWGGGG$Ifl  $Ifl kd_$$Ifl\Y"064 lalHIKLdefgkiiUEEE$Ifl  $Ifl kd $$Ifl\Y"064 lalgh{:& $Ifl kd $$Ifl\Y"  ( 064 lalp( {1[G7$Ifl  $Ifl kd $$Ifl\Y"064 lal$Ifl defhi[kdV $$Ifl\Y"064 lal$Ifl  (kd $$Ifl\Y"  ( 064 lalp( $Ifl pE[kd $$Ifl\Y"064 lal$Ifl sk[[[[$Ifl kd $$Ifl\Y"064 lal k[[[[$Ifl kd_$$Ifl\Y"064 lal  S|k[[[[$Ifl kd$$Ifl\Y"064 lalk[[[[$Ifl kd$$Ifl\Y"064 lalk[[[[$Ifl kda$$Ifl\Y"064 lal;:***$Ifl kd$$Ifl\Y" (064 lalp([kd0$$Ifl\Y"064 lal$Ifl =>?:***$Ifl kd$$Ifl\Y" (064 lalp(?v   [kd$$Ifl\Y"064 lal$Ifl   !v:***$Ifl kdw$$Ifl\Y" (064 lalp(1[SQOOQM1$7$8$H$kd$$Ifl\Y"064 lal$Ifl 12345/ =!"#$%$$Ifl!vh55Z#vZ#v:V lz0655/ 4al$$Ifl!vh5555#v#v:V l065/ 4al$$Ifl!vh5555#v#v:V l  ( 065/ 4alp( $$Ifl!vh5555#v#v:V l0654al$$Ifl!vh5555#v#v:V l065/ 4al$$Ifl!vh5555#v#v:V l  ( 0654alp( $$Ifl!vh5555#v#v:V ls0654al$$Ifl!vh5555#v#v:V l0654al$$Ifl!vh5555#v#v:V l065/ 4al$$Ifl!vh5555#v#v:V l  ( 0654alp( $$Ifl!vh5555#v#v:V l0654al$$Ifl!vh5555#v#v:V l0654al$$Ifl!vh5555#v#v:V l065/ 4al$$Ifl!vh5555#v#v:V l  ( 0654alp( $$Ifl!vh5555#v#v:V l0654al$$Ifl!vh5555#v#v:V l065/ 4al$$Ifl!vh5555#v#v:V l  ( 065/ 4alp( $$Ifl!vh5555#v#v:V l0654al$$Ifl!vh5555#v#v:V l0654al$$Ifl!vh5555#v#v:V l0654al$$Ifl!vh5555#v#v:V l065/ 4al$$Ifl!vh5555#v#v:V l065/ 4al$$Ifl!vh5555#v#v:V l065/ / 4al$$Ifl!vh5555#v#v:V l (065/ 4alp($$Ifl!vh5555#v#v:V l0654al$$Ifl!vh5555#v#v:V l (0654alp($$Ifl!vh5555#v#v:V l0654al$$Ifl!vh5555#v#v:V l (065/ 4alp($$Ifl!vh5555#v#v:V l065/ 4alD@D NormalCJOJPJQJmH sH tH ^@^ Heading 2$ dL@&^5CJKHOJQJDA@D Default Paragraph FontZi@Z  Table Normal :V 4 l4a _H(k(No List bOb bold d1$7$8$9DH$  5B*CJKHOJPJQJphHOH tabledL xCJKHOJQJ4@4 SHeader  !4 @"4 SFooter  !5` z zJ 5  V4rs,#%&'()@5O   9  H I K L d e f g h { 1  d e f h i pEs  S|;=>?v    !v1260pƀ0p0p0p0p0p 0p 0t 0p 0p 0p 0p 0t 0p 0p 0p 0p 0t 0p0p 0p 0p 0p 0t 0p0p 0p0p 0p 0p 0t 0p 0p 0p 0p 0t 0p0p 0p 0p 0p 0t 0p 0p 0p 0p 0t 0p0p 0p 0p 0p 0t 0p 0p 0p 0p 0t 0p 0p 0p 0p 0t 0p 0p 0p 0p 0t 0p 0p0p 0p 0p 0t 0p0p0p 0p 0p 0p 0t 0p 0p 0p 0p 0t 0p 0p0p 0p 0p0p0p0p 0t 0p 0p 0p 0p 0t 0p0p 0p 0p 0p 0t 0p 0p 0p 0p 0t 0p 0p 0p 0p 0t 0p 0p 0p 0p 0t 0p 0p 0p 0p 0t 0p 0p 0p 0p 0t 0p 0p 0p 0p 0t 0p 0p 0p 0p 0t 0p 0p 0p 0p 0t 0p0p0p 0p 0p 0p 0t 0p 0p 0p 0p 0t 0p 0p 0p 0p 0t 0p0p0pPƀ0PƀMM@0pP0pP  V4rs,#%&'()@5O   9  H I K L d e f g h { 1  d e f h i 6jI8ofjI8ojI8ojI8ojI8o    {q         q         Z ı|@                         s  s  s  s  ||           |         ||           | 4         | )  )  )  ) _                       jI8ojI8o L   L   L   L   h   h   h   h                  jI8oNN5  # ( @ Hg{ ? 15 !"#$%&'()*+,-./4 6 {$6::: V4rs,#%&'()@5O   9  H I L d e f g h { 1  h i pEs  S|;?v    !v6@:z5` @UnknownGTimes New Roman5Symbol3 Arialk MHelveticaNeue-BoldHelvetica NeueQHelvetica Neue Light;X Geneva CE3TimesEHelvetica Neue qh{tBE '!24d`a assessmentAnne FayAnne Fay Oh+'0`   ( 4@HPX' assessment Anne FayNormal Anne Fay3Microsoft Word 11.3@F#@4#Q@h[SaE ՜.+,0 hp|  'ý'   assessment Title  !"#$%&'()*+,-./023456789:;<>?@ABCDEFGHIJKLMNOPQRSTUWXYZ[\]_`abcdehRoot Entry FLgajData 181Table= 0WordDocument`SummaryInformation(VDocumentSummaryInformation8^CompObjX FMicrosoft Word DocumentNB6WWord.Document.8