Design Brief Assessment Form

ITEDU 691 -- Strategies and Materials for Teaching Technology Education Department of Industry and Technology Ball State University Muncie, IN 47306
Design Brief Assessment Form (see Design Brief Assignment) http://www.bsu.edu/web/rlshackelfor/designbriefassignment.htm - = Needs Improvement + = Strength This assignment is worth 100 points. During the assessment and feedback process the Design Brief Assessment Form will be used to communicate to you the evaluation of your Design Brief Assignment. When "+'s" or "-'s" are used for a given criterion or design brief element it is an indication of a particular strength or area where improvement is needed. The "+'s" or "-'s" are not an indication of point values. Total point values, for each section, reflect the instructor's subjective assessment of the work based upon the criteria in that section (e.g., Design Brief Elements or Procedures).
The Design Brief Assignment was assessed using the following criteria (potential points = 100):
(1)	Design Brief Elements (potential points = 10)
	(a)	The Design Brief effectively used and included all identified Design Elements. These elements were Design Brief Title, Introduction, Challenge, Resources, Material / Equipment List, Limitation / Requirements, Procedures, References, and Evaluation / Assessment / Feedback.
			Total
	Comments:
(2)	Introduction (potential points = 10)
	(a)	The Design Brief included appropriate "Introductory" information.
	(b)	The Introduction included a description of key concepts to be studied or used in the brief.
	(c)	The Introduction included description of the problem to be studied or addressed in the brief.
	(d)	The Introduction included background information related to the design brief content and stated objectives.
			Total
	Comments:
(3)	Challenge (potential points = 10)
	(a)	The Design Brief established a Challenge (in one or two short, concise paragraphs) that clearly explained (e.g., guidelines or problem statement) what was to be accomplished and motivated students to successfully complete the activity.
			Total
	Comments:
(4)	Objectives, Resources, and Materials (potential points = 10)
	(a)	The design brief "Objectives" (e.g., cognitive, psychomotor, and affective learnings) clearly described the desired change in behavior or what was to be learned and/or what the students had to do.
	(b)	The design brief "Resources" directed students to sources of additional information.
	(c)	The design brief "Materials / Equipment List" clearly described what the student(s) had to work with.
			Total
	Comments:
(5)	Limitation and References (potential points = 10)
	(a)	The design brief Limitations and/or Requirements identified additional restrictions or parameters to the activity that were not stated in the Challenge.
	(b)	The design brief References identified the sources used to develop the Brief.
			Total
	Comments:
(6)	Procedures (potential points = 10)
	(a)	The "Procedures" listed in the design brief clearly described the step-by-step procedures the students were to follow to complete the activity.
			Total
	Comments:
(7)	Grammar, Figures, Pictures, Graphs, and/or Tables (potential points = 10)
	(a)	Grammar, figures, pictures, graphs, and/or tables were effectively used in the design brief to support the Design Brief's message.
			Total
	Comments:
(8)	Evaluation (potential points = 20)
	(a)	The design brief "Evaluation" (assessment and measurement) was effective and based upon established criteria, learning objectives, and assignment requirements.
	(b)	The assessment reflected the learnings and/or tasks identified in the design brief challenge or procedures.
	(c)	The assessment was appropriately weighted to accurately reflect what the student was asked to do and the importance or value of each identified task.
			Total
	Comments:
(9)	Research (potential points = 10)
	(a)	The quality of the student's research was reflected in the resources used to investigate the design brief concept and development of the Design Brief (e.g., books, professional journals, Web Sites, etc. were representative of a cross-section of resources and beyond the ones identified in the Course Resources). Current APA format was used appropriately for the bibliography and citations.
			Total
	Comments:

		Grand Total

Before turning the assignment use a copy of the assessment form and/or assignment as a check sheet to see that all assignment requirements are being met.

Due Dates:	Materials (e.g., completed Design Brief) must be submitted for assessment by the following dates:
	Email materials must be submitted by: 10/08/05

	Mailed materials must be received by: 10/10/05


	Developed by: Dr. Ray Shackelford Department of Industry and Technology Ball State University, Muncie, IN Please report inactive links or suggested corrections and/or additions to rshackelford@bsu.edu ©Ray Shackelford 06/02/05