Reviews

The work produced through the week in response to task and design briefs will be reviewed by peers and tutors every alternate Monday. Of the fourteen internal reviews in total, there are as many peer reviews as there are unit reviews; while four of the former are graded (PR2, 5, 6 & 7), all unit reviews shall be graded. From the 70% allocated for internal assessment, 20% accounts for Peer Reviews. The weekly review schedule is expected to help us closely monitor our progress through the week and avoid piling up of work for longer durations. Peer reviews help in inculcating empathy and responsibility within students towards closer participation, emotive yet professional communication and understanding the assessment criteria as well as the challenges of evaluation. The process of peer review is intended to reinforce the creation of a safe space for us to learn from each other’s creative individuality. While we seek to nurture care and trust within our small community which will be working closely for almost five months, please be cautioned that indifferent or vindictive engagement will not go unchecked and will invite disciplinary action.
Guest reviewers shall be invited for mid-term and term-end reviews to offer feedback from outsiders’ perspectives and open up our processes with questions and insights. We shall refrain from calling any of the reviews juries, since there shall be no judgment pronounced. While the reviewers – be it tutors, peers or guests – evaluate the presented work as per set criteria, they are only offering their perspectives and other imagined possibilities for the processes. The ownership and responsibility of the work as well as its development lie with the student who is the creative propeller of their processes. 

Assessment

Since the emphasis of the studio unit is on Planning & Organization, the assessment of works delivered through the term shall also pay primary attention to Organization, accounting for 60% of all criteria. Secondary dimensions for assessment in the studio unit are Representation and Documentation.

From the 70% prescribed by CEPT for internal assessment, all reviews for tasks – except peer reviews PR1, 3 & 4 – carry 5% weightage. Unit Reviews assessing designs – UR2, 4 & 6 which are closures of Stages 1, 2 & 3 respectively – carry 10% weightage. This grading system spread across the term is intended to ensure sustained engagement, close self-monitoring of progress and scope for successive improvement to the students. It diffuses the burden and overdependence on mid-term & term-end performances.

Each of the assessment categories and their subsequent criteria are defined thus:

REPRESENTATION: Expression of Ideas, Explorations & Solutions
Succinctness: Appropriateness & Adequateness
Detail: Care & Technique in Applied Skills & Mediums

ORGANIZATION: Degree of Resolution in Design Solution or Response to Task
Iterations: Number of Trials or Ideas Explored in the Course of Development
Completion: Fulfillment of Requisite Processes and Deliverables
Analyses: Understanding of Parts and their Relationships to the Whole
Structure: Integration/ Abstraction of Components & Layout/ Construct
Diversity: Variety of Ideas/ Elements/ Mediums/ Spaces in the Work
Synthesis: Assimilation of Parameters/ Insights/ Concerns within Solution

DOCUMENTATION: Compilation of the Design, Processes & Insights
Recording: Drawings, Sketches, Photos, Notes, References etc.
Reflection: Deliberations on the High & Low Points and Shifts in the Process
The assessment criteria have been laid out in a rubric in accordance with CEPT’s grade levels to make it more accessible through immediately comparative & collective reading. The rubric is the assessment tool available to all: to tutors for unit reviews, students for peer reviews and external examiners for portfolio assessment.
The assessment criteria will also help students in not only structuring their presentations (using the parameters under Organization) but also in responding to the design or task brief. The organic creative process can be documented using the assessment criteria as parameters of recording & reflection.