ASSESSMENT CRITERIA I (September 18, 2018)

group PERSONAL

What do you want to be evaluated on as an individual?

Who can evaluate these criteria?

P - personal

C - collective/peers

A - guides/locals/collaborators

I want to learn how to define my design values.

I want to learn how to make my own decisions.

I want to learn how to make a critical understanding of the context I work in (Matera).

I want to learn how to name my own qualities within a process.

I want to learn how to communicate what I am doing to people outside of my field.

I want to learn how to communicate clearly and efficiently.

I want to learn how to translate my research into my desired outcome.

I want to learn how to use tools and mediums appropriate to my desired outcome.

I want to learn how to play around more.

I want to learn how to not feel safe within my design process.

I want to learn how to make decisions after playing.

I want to learn how to not have a final result dictating my process.

I want to learn how to make many small experiments.

I want to learn how to commit to a decision.

I want to learn how to be honest and critical with the others in the collective.

I want to learn how to acquire new skills and competences.

I want to learn how to make mistakes.

I want to learn how to overcome my fear of failure.

I want to learn how to teach others my skills.

I want to learn how to be open for others teaching me their knowledge.

I want to learn how to find a balance between professional and private life.

I want to learn how to speak Italian.

I want to learn how to engage with the people in Matera.

I want to learn how to give an assignment to my peers.


group FREESTYLE

EVALUATION #FREESTYLE

HOW DO YOU COMMUNICATE WITH LOCALS?

how did you use locals in your project?

        who helped you throughout your process? how?

        how do you communicate your project with the locals?

                #transcendingverballanguage

 

        creating something so #contextual, that you don’t need words to describe it

                feedback from the #priest #baker #postman

HOW DO YOU ADAPT TO YOUR CONTEXT?

        how much do you consider the cultural behaviour of your context?

#lifestyle

                #siesta

                

HOW DO YOU #PEERFEEDBACK

        giving each other very thorough feedback

                #collective

                #writealetter                (to every one)

                #loveletterto_

HOW DO YOU PLAN?

        collecting your to do lists

        how much of it are you able to do / why did you not?

                #control

HOW ARE YOU EVALUATED?

        not how well, but how

        qualitative > quantitative

What do we want to do with the material the groups made? (17:30 - 18:00)

1 Question came up: What is assessment ? What is evaluation?

2 Question came up: Do we need a division between evaluation and assessment criteria?

-

Open Discussion (18:00 - 18:30)

What parts of our education can we evaluate quantitively?

Aim: Having shared and responded to our thoughts on this question.

Ideas/Questions

Remove Quantitative Criteria?

Conversation with Assessor: Pass or Fail?

Do we need concept of Pass or Fail?

Do we all pass?

How can we measure our education? (Quantitively)

(Could be measured on a scale)

Kay does not compare projects - she looks at your project alone.

Attendance vs. Presence?

1 make a self-evaluation

2 share self-evaluation with teacher

3 dialogue with teacher

4 teacher evaluates after dialogue

(q: could this also go for the group?  <- 2 different end terms, 2 different dialogues)

(refrase 2: share self evaluation with the collective)

OFFFENCE EVALUATION

INTRO

With the following O
FFFENCE-evaluation criteria©, we want to address our evaluation to multiple parties:

1         we want to evaluate ourselves (HOW DO I?)

2         we want to evaluate each other / be evaluated by our guides/locals/collaborators  
        (
HOW DO YOU?)

3         we want to evaluate ourselves as a collective (HOW DO WE?)

4         we want to be evaluated collectively by our guides/collaborators/local people
        (
HOW DOES OFFFENCE?)

We prefer to ask HOW? instead of HOW WELL? or DID or DIDN’T?

1         we choose qualitative evaluation over quantitative evaluation

2        we do not believe in a YES / NO, RIGHT / WRONG way of giving feedback

3        we put self-reflection, peer-, guide- and local feedback on the same level.

We find value in comparing our self-evaluation to the view of outside parties. Therefore we suggest the following formats as an example:

Scenario: individual-feedback

1         student A fills out sheet (HOW DO I?)

2         peers/guides/locals/collaborators fill out sheet (HOW DO YOU?) for student A

3         student A and guide enter a dialogue concerning all collected feedback

4         evaluation is composed during the dialogue

Scenario: collective-feedback

1         each member fills out sheet (HOW DO WE?)

2        OFFFENCE enters a dialogue / reflection concerning all collected sheets

3        one collective sheet is combined

4         guides/locals/collaborators fill out sheet (HOW DOES OFFFENCE ?)

5         OFFFENCE + guides/locals/collaborators enter a dialogue / reflection concerning all collected feedback

Each feedback sheet consists of a main question and supporting keywords that we have been collecting.

We here see the supporting keywords as references that can help both evaluator and evaluated student to reflect in depth. They are not mandatory to be used in the answer. We view this document as a proposal and are therefore open to suggestions and alterations.


INTRO “HOW DO I?”

In front of you is the evaluation sheet “HOW DO I” for OFFFENCE individual evaluation.

The following questions and topics are accompanied with supporting keywords that can help you to reflect on your process in depth. They are not mandatory to be used in the answer. The fundament of your evaluation should mainly consist of writing, but can be supported by drawings, mind maps, diagrams etc. The aim of this sheet is to clearly outline your process. You have two A4’s for your answer.

Scenario: individual-feedback (role: evaluated student)

1         evaluated student fills out sheet (HOW DO I?)

2         evaluator fills out sheet (HOW DO YOU?) for evaluated student

3         evaluated student and evaluator enter a dialogue concerning all collected feedback

4         final evaluation is composed during the dialogue

INTRO “HOW DO YOU?”

In front of you is the evaluation sheet “HOW DO YOU” for OFFFENCE individual evaluation.

The following questions and topics are accompanied with supporting keywords that can help you as an evaluator to reflect in depth. They are not mandatory to be used in the answer. The fundament of this evaluation should mainly consist of writing, but can be supported by drawings, mind maps, diagrams etc. The aim of this sheet is to clearly define the process of the person you are evaluating. You have the total of two A4’s for your answer.

Scenario: individual-feedback (role: evaluator)

1         evaluated student fills out sheet (HOW DO I?)

2         evaluator fills out sheet (HOW DO YOU?) for evaluated student

3         evaluated student and evaluator enter a dialogue concerning all collected feedback

4         final evaluation is composed during the dialogue

INTRO “HOW DO WE?”

In front of you is the evaluation sheet “HOW DO WE” for OFFFENCE collective evaluation.

The following questions and topics are accompanied with supporting keywords that can help you as a member to reflect in depth. They are not mandatory to be used in the answer. The fundament of this evaluation should mainly consist of writing, but can be supported by drawings, mind maps, diagrams etc. The aim of this sheet is to clearly define the process of OFFFENCE collective. You have the total of two A4’s for your answer.

Scenario: collective-feedback (role: member)

1         each member fills out sheet (HOW DO WE?)

2        OFFFENCE enters a dialogue / reflection concerning all collected sheets

3        one collective sheet is combined

4         guides/locals/collaborators fill out sheet (HOW DOES OFFFENCE ?)

5         OFFFENCE + guides/locals/collaborators enter a dialogue / reflection concerning all collected feedback

INTRO “HOW DOES OFFFENCE?”

In front of you is the evaluation sheet “HOW DOES OFFFENCE” for OFFFENCE collective evaluation.

The following questions and topics are accompanied with supporting keywords that can help you as a guide/local/collaborator to reflect in depth. They are not mandatory to be used in the answer. The fundament of this evaluation should mainly consist of writing, but can be supported by drawings, mind maps, diagrams etc. You have the total of two A4’s for your answer.

Scenario: collective-feedback (role: guide/local/collaborator)

1         each member fills out sheet (HOW DO WE?)

2        OFFFENCE enters a dialogue / reflection concerning all collected sheets

3        one collective sheet is combined

4         guides/locals/collaborators fill out sheet (HOW DOES OFFFENCE ?)

5         OFFFENCE + guides/locals/collaborators enter a dialogue / reflection concerning all collected feedback


HOW DO I (CHOOSE TO)…

— addressed to us as a form of self-evaluation

-           #context

engage with the context?

communicate with locals?

seek inspiration locally?

explore and participate in the local network?

services, knowledge, contacts, culture

-        #process

        plan?

                set my learning goals?

        research?

                collect first impressions?

                define a starting point?

                decide when the research ends?

        document?

                gain an overview of my whole process?

                collect traces of my process?

                communicate my decisions?

                communicate my failures?

        translate my ideas?

                filter and frame my research?

                choose the form and methods?

leave a legacy? - end term related

-         #collective

        engage with the collective?

find my role within OFFFENCE?

participate in group discussions?

give and receive feedback?

learn and teach within the collective?

-        #reflection

        question my design process?

define my own success criteria within my design practice?

define my design practice? - end term related

HOW DO YOU (CHOOSE TO)…

— addressed to the guides and to your peers

-           #context

engage with the context?

communicate with locals?

seek inspiration locally?

explore and participate in the local network?

services, knowledge, contacts, culture

-        #process

        plan?

                set my learning goals?

        research?

                collect first impressions?

                define a starting point?

                decide when the research ends?        

        document?

                gain an overview of your whole process?

                collect traces of your process?

                communicate your decisions?

                communicate your failures?

        translate your ideas?

                filter and frame my research?

                choose the form and methods?

leave a legacy? - end term related

-         #collective

        engage with the collective?

find your role within OFFFENCE?

participate within group discussions?

give and receive feedback?

learn and teach within the collective?

-        #reflection

        question your design process?

define your own success criteria within your design practice?

define your design practice? - end term related        

HOW DO WE (CHOOSE TO)…

—addressed to O​FFFE​NCE collective as a form of self-evaluation

- #process

plan?

-  #share

-  #reflection

HOW DOES OFFFENCE (CHOOSE TO)…

— addressed to collaborators / local people from Matera

-           #context

        relate to the context?

        communicate with us?

        leave a legacy?

-        #share

        share their educational values with us?

        share their projects with us?

OFFFENCE EVALUATION CRITERIA

— general categories

-           #context

engage with the context?

-        #process

        plan?

        research?

        document?

        translate your ideas?

                

-         #collective

        engage with the collective?

-        #reflection

        question your design process?

define your own success criteria within your design practice?

OFFFENCE EVALUATION CRITERIA (edit 26.09.2018)

— with supporting questions

-           #context

engage with the context?

communicate with locals?

seek inspiration locally?

explore and participate in the local network?

        services, knowledge, contacts, culture

-        #process

        plan?

                set my learning goals?

        research?

                collect first impressions?

                define a starting point?

                decide when the research ends?        

        document?

                gain an overview of your whole process?

                collect traces of your process?

                communicate your decisions?

                communicate your failures?

        translate your ideas?

                filter and frame my research?

                choose the form and methods?

leave a legacy? (end term related)

-         #collective

        engage with the collective?

find your role within OFFFENCE?

participate within group discussions?

give and receive feedback?

learn and teach within the collective?

-        #reflection

        question your design process?

define your own success criteria within your design practice?

define your design practice? (end term related)


OFFFENCE EVALUATION CRITERIA (edit 11.10.2018)

— with supporting questions

how do you/your work engage with the context?


nature, surroundings, locals, culture, habits, routine, materials, techniques, tufo, food, language, social, environment, politics, architecture, movement

        people

network, services, knowledge, contacts,

buildings, institutions

        churches, schools, cafe de sedille, caves, homes

        how do you plan?

                learni        ng goals, comfort - discomfort, starting point, schedule, deadlines,

challenges, assignments, drive, rhythm, routines, work-life balance, rest,

holiday        

                first impressions

                define starting point

                concept development

                mind map

                list

                inspiration

                learn a skill / method

                Italian language

dealing with dead ends

        dig

        observe

listen

        play

        (self-)expectations

        curiosity

        conversation

        discussion

        read

        sense

run (from responsibilities)(don’t lose control)(loose control)climb

take a risk

play safe

change of working environment

travel

Interview

        collect

visit museums

online

literature

field research

photographs

videos

videos

sound recordings

materialisation (researching by making)

experiments

endless research

overview collected material

analysing collected material

finding & making links

                associations & parallels

                overview of process

                collecting material traces of process

                notes

                writings

                images

                photographs

                scans

                decisions

                failures

                understanding your process

                analysing personal behavior

                collecting knowledge

                steps

                thoughts

                doubts

                emotions

                questions

                discover needs

                tool to map out next steps

                Failure

                Archiving

                sharing to people outside of design field

                documentation routine

                documentation = making material

                        for myself

                        for others

                        for collective

                filtering and framing the research

                making decisions

                communicating concept

                communicating materialisation

                description

                no description

                defining the importance of this step

                choice of form and method(s)

                materialization

                realization

                presentation

                analysing the translation

        

        engage with the collective?

your role within OFFFENCE

initiative

participation

group discussions

giving and receiving feedback

developing arguments

constructive communication

reacting to received feedback

teaching and learning

        collective failure

        collective success

        communication

                

design process as a whole

definition of success and failure

your expectations

integrity

reaching desired Outcome

next steps

values

design practice

goals

ethics


OFFFENCE EVALUATION CRITERIA (edit 15.10.2018)(final edit)

— with supporting keywords

INSTRUCTIONS

1

2

3

how do you/ how does your work engage with the context?


nature, surroundings, locals, culture, habits, routine, materials, techniques, tufo, food, language, social, environment, politics, architecture, movement

        people

network, services, knowledge, contacts,

buildings, institutions

        churches, schools, cafe de sedille, caves, homes

        how do you plan? 

                learni        ng goals, comfort - discomfort, starting point, schedule, deadlines,

challenges, assignments, drive, rhythm, routines, work-life balance, rest,

holiday        

                first impressions

                define starting point

                concept development

                mind map

                list

                inspiration

                learn a skill / method

                Italian language

dealing with dead ends

        dig

        observe

listen

        play

        (self-)expectations

        curiosity

        conversation

        discussion

        read

        sense

run (from responsibilities)(don’t lose control)(loose control)climb

take a risk

play safe

change of working environment

travel

Interview

        collect

visit museums

online

literature

field research

photographs

videos

videos

sound recordings

materialisation (researching by making)

experiments

endless research

overview collected material

analysing collected material

finding & making links

                associations & parallels

                overview of process

                collecting material traces of process

                notes

                writings

                images

                photographs

                scans

                decisions

                failures

                understanding your process

                analysing personal behavior

                collecting knowledge

                steps

                thoughts

                doubts

                emotions

                questions

                discover needs

                tool to map out next steps

                Failure

                Archiving

                sharing to people outside of design field

                documentation routine

                documentation = making material

                        for myself

                        for others

                        for collective

                filtering and framing the research

                making decisions

                communicating concept

                communicating materialisation

                description

                no description

                defining the importance of this step

                choice of form and method(s)

                materialization

                realization

                presentation

                analysing the translation

        

        engage with the collective? 

your role within OFFFENCE

initiative

participation

group discussions

giving and receiving feedback

developing arguments

constructive communication

reacting to received feedback

teaching and learning

        collective failure

        collective success

        communication

                

design process as a whole

definition of success and failure

your expectations

integrity

reaching desired Outcome

next steps

values

design practice

goals

ethics


Dear Collective,

You put a lot of effort in the evaluation process and it shows!

I have just some small remarks:

1. Scenario: collective-feedback

• 1  O FFF ENCE fills out sheet ( HOW DO WE?)

• 2  guides/locals/collaborators fill out sheet ( HOW DOES O FFF ENCE ?)

• 3  O FFF ENCE enters a dialogue / reflection concerning all collected feedback

In this scenario I wonder about:

- does Offfence fills out the sheet together? Wouldn’t it be more helpful to first fill out a sheet individually and then discuss the outcomes, possibly already together with the sheets from the guides etc.?

2. OFFFENCE EVALUATION CRITERIA — with supporting questions

• -  #context

engage with the context?

communicate with locals?

seek inspiration locally?

explore and participate in the local network?

services, knowledge, contacts, culture

I would somehow add ‘nature’ here.

• -  #process

plan?

set my learning goals?

research?

collect first impressions?

define a starting point?

decide when the research ends?

How did you handle the findings of your research?

I wonder if ‘collect first impressions' and 'define startingpoint’ should be under plan? Also the developing of an idea?

What is research for you? Collecting information regarding a certain topic, or developing an idea and its consequences in ‘materialization’, a 'design’?

Can the research still take part through for instance the making process?

document?

gain an overview of your whole process?

collect traces of your process?

communicate your decisions?

your failures?

The last two can also be part of ‘reflecting’?

Is the documenting also part of the making proces?

Is the documentation process for the individual or does it need to be communicative to others?

translate your ideas?

filter and frame my research?

why not ‘your’ research, just like the rest?

choose the form and methods?

I miss here the materialization, realization? Is that contained in ‘form’?

Does this also contain the presentation and communication of the ideas?

leave a legacy? (end term related)

• -  #collective

engage with the collective?

find your role within OFFFENCE?

participate within group discussions?

give and receive feedback?

learn and teach within the collective?

• -  #reflection

question your design process?

define your own success and failure? criteria within your design practice?

define your design practice? (end term related)

Could you also think about what ‘literal’ form the evaluations have, are there sheets and how do they look like? Is the midterm the same as end term?

Kind regards,

Liesbeth

working group decisions on feedback from guides

— 06/11/2018

1) it is not clear how the step between 'student and evaluator enter dialogue' and 'evaluation' is taken 

UPDATE EVALUATIO SHEET DOC

- teachers receive the doc “HOW DO I?” in order to understand our self-reflections

- How much time do the guides have?
MID TERMS —1) dialogues happen in Matera 2) no written feedback for mid term
END TERMS— 1) dialogues happen in Matera, 2) we receive our evaluation forms when we are back in Eindhoven

1.1) how much time is there between presentation and  'student and evaluator enter dialogue' ?

UPDATE PROCESS DOC

- 1 day to write things down and prepare for the dialogue

2) ’how well something works out'?

UPDATE EVALUATION SHEET DOC

- look at the small decisions you took

- don’t focus on the outcome

- focus on methods rather than end result

- can you split up your process: what worked, what did not work? — aim: to be able define your steps and choices.

- include in your essay

3) the collective should read the full evaluation of each participant.

seeing how each other uses it can also create new ways of interacting with the tool itself.

UPDATE PROCESS DOC

- we share our full evaluation in an open source document

- what can be a next step? — make it part of educational package/archive

- make a “reading moment” of the self-evaluations as a whole collective— be real, be inspired by others

4) external collaboration

collaboration to me infers that the parties are somewhat benefiting from the engagement in an 'intellectual endeavor' that goes beyond just an exchange of money for service.

— what would need to be there for him to see the engagement as a 'collaboration'?

And what they say may also be used as part of the evaluation itself?

UPDATE EVALUATION SHEET DOC

- each student who chose to collaborate takes care of gathering feedback on her/his individual process

5) Is there a collective evaluation of some sort? Is it important at all for you?

UPDATE PROCESS DOC — ASK DIOGO

- ‘how do they?”: ask Diogo, Kay and Curdin for feedback on our collective development

- first moment: MID TERM, second moment: END TERM

- ask the guides to prepare feedback on OFFFENCE — sharing moment (main goal: receive)

- We receive their feedback on the final sheet (e.g. 2-3 lines) in Eindhoven in the end of the semester

6) I agree with Curdin that the word 'translate' is not necessarily the most appropriate. 'Activate' seems more adequate to me.

UPDATE EVALUATION SHEET DOC

- update: how do I translate?

- translate is more passive, for example changing the medium of your work

- activate emphasises more on something operative, efficiency and accuracy in your process

add to word cloud:

- add “trial and error”

- add “materialise”

- add “activate your ideas”

- add “act out ideas”

- add “set goals and make strategies to activate”

- add “find triggers to take action”

- is your project only for yourself?

- what is an activation: e.g. Hannah’s event, ben’s and niels’ game

7) "How do I learn?". I understand that the whole evaluation is a learning experience per se, but I see a question like this as a moment for you to engage on a self-reflection of your own learning process.

UPDATE EVALUATIO SHEET DOC

- add to #reflection — “how do I learn?”

- choose what to learn

- self-teaching

- self-motivation

- self-initiative

- get input from outside

- collective help

- to do list

- self-made rules

- self-made assignments

- self-made filters

- priorities

- peer assignments

- understand personal low point

- react to personal low point

- rest

- take a break

- talk to friends

- deal with freedom

- overcome personal crisis

- comfort zone

- horizontal learning

- OFFFENCE as education program

8) René - let’s keep his feedback in mind but translate it later!

UPDATE EVALUATION SHEET DOC

initiative lists?
can we make a system that still keeps on going at DAE?

- backwards

- forwards

- inwards

- outwards

CONCLUSIONS:

  1. we only write self-reflections for MID TERM
     no peer-reflections

  1. we make a collectively written reflection on OFFFENCE — “exquisite corpse”
  2. we ask diogo for written feedback on OFFFENCE — 20min opening speech
    _ propose to assignment proposal group

4) we update the evaluation criteria InDesign File√