Appendix C: Assessment and Evaluation - Samples

Sample 2: Grade 12

Project: Game Creation

Prescribed Learning Outcomes:

It is expected that students will:

Personal and Interpersonal Management

• demonstrate employability skills

Drafting Fundamentals

• select, present, and respond to drawings and design solutions in a variety of suitable visual formats and media
  
• create complex drawings including sketches, orthographic projections, pictorials, working drawings, and development drawings
  

Application of Computer Technology

• make proficient use of common application software (word processing, presentation, graphic) to enhance projects, design portfolios and presentations
  
• use CADD programs and other graphic software to create and manage drawings and to solve problems by:
  • utilizing short-cut and customization techniques effectively in computer applications
    
  • establishing and consistently applying a standard procedure for managing layers, symbols, line types, object groups, text and dimension styles in drawings and template files
    
  • modifying geometry using control points and Boolean operations
    
  • using query commands to extract object information, solve applied mathematical problems, and assist in modifying existing geometrical design
    
  • creating 3D models using advanced modelling techniques
    
  • using software to prepare and present design solutions and CADD projects
  • converting files, as appropriate, to transfer them between CADD and other applications
    
  • outputting drawings using correct layout and scale
    

Design Process

• apply research methods and techniques to solve design problems
  
• use appropriate tools and materials to develop and present design ideas
  
• synthesize knowledge and concepts from other disciplines and the community in the process of designing
  
• use appropriate representation and drafting techniques to detail solutions, proposals, and plans, using a variety of techniques
  

Ethics

• evaluate the impact of globalization on the design, manufacturing, and marketing of product systems and graphics

Overview
The teacher planned a unit in which students designed and created a two- or three-dimensional "Tic Tac Toe" game, and then prepared a plan for marketing their game. Evaluation was based on:

• a design portfolio
  
• the group's working drawings
  
• prototyping and model making
  
• a marketing/business assignment.
  

Planning for Assessment and Evaluation

• The teacher introduced the class to the design process.
  
• The teacher explained the design process.
  
• The teacher explained the various roles of an effective team.
  
• The students broke into groups and together began to explore design options.
  
• Each team developed a design portfolio and developed a solution based on supplied and established criteria.
  
• Members of the team developed working drawings and project presentation.
  
• The team developed CADD drawings, virtual models and technical visualizations.
  
• The team explored manufacturing, production, and marketing for a global market.
  

Defining the Criteria

Design Portfolio

To what extent does the portfolio include, in a neat and organized fashion:

• early thoughts, ideas and possible solutions to the problem
  
• ideas being developed, e.g., freehand sketching, pictorial drawings
  
• idea refined, e.g., isometric drawing of playing object, oblique drawing of game board?
  

Working Drawings

To what extent do the working drawings include:

• an isometric projection of the complete game
  
• a fully dimensioned orthographic projection drawing of all parts
  
• solid model plans
  
• converted (if not already drawn as) 2D drawings to 3D
  
• accurate records of data files created, and their location?
  

Prototyping and Model Making

To what extent does the prototyping include:

• a story board detailing the technical visualization or animation
  
• an animated demonstration of a game being played (COMPUTER)
  
• a transfer of the animation to video tape, with the addition of titles, etc.
  
• a prototype using the CAD/CAM facilities?
  

Marketing/Business Assignment

To what extent does the group:

• design a logo for the business that will market its game
  
• design the company's business cards, letterhead and envelopes
  
• design the package-both how it is made and what it looks like
• produce an instruction sheet clearly explaining how the game works?
  

Assessing and Evaluating Student Performance

Design Portfolio

The teacher observed individual student's participation within the team as they completed a design portfolio. The teacher used a rating scale to assess each student's contribution to the group (refer to the chart titled, "Group Work Skills" for more information).

The teacher and students developed and used a rating scale to assess the design portfolio (refer to the chart titled "Design Process" for more information).

Working Drawings

The teacher and students developed and used a rating scale to assess the accuracy and completeness of their working drawings (as an example, see diagram titled "Tic Tac Toe" Game: Sample Working Drawing).

Prototyping and Model Making

The teacher and students developed and used a rating scale to assess the quality and professionalism of their presentation (virtual model or actual models if facilities exist).

Marketing/Business Assignment

The teacher and students developed and used a rating scale to assess the success of their marketing campaign.

The following rating scale was used to assess the performance of individual students within their working group.

Group Work Skills

[Sample rating scale developed by students and teacher for assessing design portfolio]

Design Process

Tic Tac Toe Game: Sample Working Drawing