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THE SAVANNAH COLLEGE OF ART AND DESIGN INTERACTIVE DESIGN & GAME DEVELOPMENT All Levels Program Assessment Form 2007-2008 Student: _________________________________________________________________ Date: _____/_____/_______ Course#: ___________________ Student ID#: ____________________________ Telephone: ___________________ Local Mailing Address: ____________________________________________________________ Apt: _____________ City: ______________________________________________________ State: __________ Zip: _________________ Reviewer (one name only; after discussion, use “consensus”): _______________________________________________
Instructions: a. b. c. d. e.
Each rater should fill out the form before discussion. For reviews, a committee member should fill a “consensus” form after discussion. Choose the column that best fits the student’s work without trying to account for every detail. Comment on or circle particular descriptions that dominate the choice of a level for one outcome. Rate each student in comparison to all people in the field from beginners to inspiring experts (see the General Characteristics Used in Interviews to Define Levels and the detailed Description of each criterion).
Course Work Demonstration of Course work (15 and 45 hour review)
Level
Project Research
Beginner
Easy
Practical
Inspiring
Tedious
Unpolished
Effective
Inspiring
No Research & Linear Design
Unapplied Research & Fragmented Design Process Collects references after design process and does not apply them. Limited exposure to other disciplines. Uses design process with missing steps or details.
Integrated Research & Design Process Demonstrates relationship of research to process. Explores other disciplines for inspiration. Meets basic requirements and shows familiarity of design process. Tend to show some explorations during previsualization.
Interdisciplinary with Diverse Design Process Researches multiple sources and applies appropriately to their work. Draws inspiration from related disciplines, current events, and social influences. Surpasses project requirements and explores diverse design possibilities.
Has no concept of research. Thinks that process comes from selfknowledge.
Development Methods
Theme
Unorganized Unaware of major steps in process. Are unfamiliar with or unaware of any process methods pertaining to the discipline.
Shows some knowledge of a design process. However with missing steps, lacking in details and/or misapplication of methods.
Organized Met the basic requirements of the project. Provides several concept examples or references. Demonstrates familiarity of design process.
Meticulous & Documented Goes above and beyond the project requirements. Has explored a wide range of ideas and concepts. Meticulous in the level of attention to detail. Design documentation is at a professional level.
Inconsistent
Errors
Mostly Unified
Unified
Inconsistently applied
implementation
Partially Organized
Some thematic errors.
Unified through most components
Unified theme through all components
Weak
Mostly Weak
Mostly Strong
Strong
Craftsmanship or execution is consistently week or poorly implemented for all projects shown.
Craftsmanship or execution is consistently week or poorly implemented for most of the projects shown.
Craftsmanship and execution is consistently strong for most or all project shown.
Craftsmanship and execution is strong for all projects shown.
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Thesis Thesis. (45-hr Review only)
Level
Thesis Research
Relation to Field
Thesis Statement/ abstract
Thesis prototype
Beginner
Easy
Practical
Inspiring
Absent
Imitative
Questioning
Synthesizing
No Research & Linear Design Has no conception that research is needed. Imagines computers think for them. Use the "one-shot" linear development method.
Unapplied Research & Fragmented Design Process Collects references after design process and does not apply them. Limited exposure to other disciplines. Uses design process with missing steps or details.
Passive Only aware of examples shown or most popular works in field. Imitate what they see. Unable to articulate their own design vision. Doesn't understand the impact of technology on the field. Is unaware of or doesn't think about trends
Consumer-Like Familiar with some seminal works and masters of the field, but tend to stick within their time and cultural range. Unable to articulate their design vision. Interested in technology but not as an artist. Distinguish relevant trends only as a consumer, not designer.
Knowledgeable Aware of broader field and influence by other disciplines. Familiar with many seminal works and able to articulate the design vision of numerous masters. Explore beyond their time and culture. But sometimes look only at what they are told to look at. Use tutorials but do not contribute to or use new sources. Starts to incorporate trends into design.
Contributing See interactive media as unprecedented in history with potential barely explored. Identify communication and life enhancement opportunities. Explore diverse times and cultural range including artists from diverse media. Contributes to field, Attends conferences, posts to forums and posts work online. Examines trends and projects to future possible uses in own discipline.
Ambiguous Statement is ambiguous or irrelevant to the field of study without clear connections to past personal work or between written topic and visual components.
Unfocused & Unprogressive Statement is broad or unfocused. Makes weak connections between written topic and visual component and repeats past projects.
Integrated Research & Design Process Demonstrates relationship of research to process. Explores other disciplines for inspiration. Meets basic requirements and shows familiarity of design process. Tend to show some explorations during pre-visualization.
Personally Advancing Statement is focused by may need refinement. It connects the written topic and visual component and advances past personal work by beginning to synthesize new ideas and concepts.
Dysfunctional Does not function, relate to thesis topic, or demonstrate any aspects of the visual component or functionality.
Limited Limited in scope. Shows some but not all aspects of visual component or functionality
Visual & Functional Demonstrates student’s ability to execute the visual component. Demonstrates most aspects of the visual component and functionality.
Interdisciplinary with Diverse Design Process Researches multiple sources and applies appropriately to their work. Draws inspiration from related disciplines, current events, and social influences. Explores diverse design possibilities.
Contributing Statement is focused with strong connections between written topic and visual component. Makes a valid contribution to field of study. It connects to past personal work and synthesizes new ideas and concepts in the topic
Multiple or Refined Visuals and Functionality Provides multiple prototypes or prototypes need little to no refinement to achieve final outcome. Demonstrates all aspect of the visual component and functionality.
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(15 and 45 hour review)
Level
Presentation
Beginner
Easy
Practical
Inspiring
Uncritical
Uncertain
Methodical
Risk Taking
Miscommunicating Excludes informative design considerations. Student Needs to be there to explain the work. Presentation does not stand on its own.
Disconnected Representational sketches have questionable details. Does not combine references into one cohesive document. Does not use different formats for different delivery options (stills, movies, web sites, PowerPoint).
Conventional Presentation style is suitable for delivery option and has all the necessary information, but tends to be un-engaging and conventional.
Engaging Clear communication of all design considerations. Presentation sets a mood and tone with audience awareness and the necessary information.
Direction
Distracted Student’s work and/or thesis fails to demonstrate a focused direction in the fields of interactive design or game development.
Unfocused Student’s work and/or thesis direction is too broad or needs refinement
Focused Student’s work and/or thesis demonstrate a clear focused direction in the fields of interactive design or game development but may need still need some refinement
Directed Student’s work and/or thesis demonstrate a clear focused direction in the fields of interactive design or game development
_____ The candidate has passed the review. _____ The candidate has not passed the review and may retake it ________ quarter. Comments: