✩FINAL ASSESSMENT ADA: Difference between revisions
(Created page with "* 20 minutes: Your presentation (see below) We will be evaluating your 2 years at XPUB, the presentation should reflect this. A useful structure for the presentation: # your individual contributions to the special issues, # the development of your reading/writing practice across the 2 years, # the development of your prototyping practice across the 2 years, # your thesis (only a brief overview for context, as this has been assessed separately in depth), # your final w...") |
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* 20 minutes | * 20 minutes | ||
We will be evaluating your 2 years at XPUB, the presentation should reflect this. | We will be evaluating your 2 years at XPUB, the presentation should reflect this. | ||
# your individual contributions to the special issues, | # your individual contributions to the special issues, | ||
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# your final work and research in the second year, | # your final work and research in the second year, | ||
# plans for final publication and grad show (with the understanding that you will continue to work on this after the assessment) | # plans for final publication and grad show (with the understanding that you will continue to work on this after the assessment) | ||
The graduation project should result in a presentation of new work, that combined with the thesis demonstrates the student’s attainment of the agreed learning outcomes (as laid out in the Course hand book Section 3.2 ). In this way the programmes’ agreed Final Competencies form the basis of the Assessment Criteria for a Graduation Project at a Master level. | The graduation project should result in a presentation of new work, that combined with the thesis demonstrates the student’s attainment of the agreed learning outcomes (as laid out in the Course hand book Section 3.2 ). In this way the programmes’ agreed Final Competencies form the basis of the Assessment Criteria for a Graduation Project at a Master level. | ||
Revision as of 09:39, 7 June 2024
- 20 minutes
We will be evaluating your 2 years at XPUB, the presentation should reflect this.
- your individual contributions to the special issues,
- the development of your reading/writing practice across the 2 years,
- the development of your prototyping practice across the 2 years,
- your thesis (only a brief overview for context, as this has been assessed separately in depth),
- your final work and research in the second year,
- plans for final publication and grad show (with the understanding that you will continue to work on this after the assessment)
The graduation project should result in a presentation of new work, that combined with the thesis demonstrates the student’s attainment of the agreed learning outcomes (as laid out in the Course hand book Section 3.2 ). In this way the programmes’ agreed Final Competencies form the basis of the Assessment Criteria for a Graduation Project at a Master level.
- Creative ability: They have developed the independent learning ability required to create innovative, challenging, significant, and coherent projects that are based on clearly articulated approaches and intention.
- Capacity to conduct self-directed research: They can identify relevant subject matter, questions, and formulate distinct areas of research.
- Research methodologies: They can harness skills of research, analysis and synthesis to the development of creative projects.
- Technical fluency: They can demonstrate an analytical grasp of the underlying technical and conceptual principles of practices relevant to their field and work.
- Organisational skills: They have the capacity to design, manage and execute effectively, complex and creative projects on their own or in collaboration with others, which bring together original combinations of media forms.
- Capacity for innovation: They have developed flexible work practices that can be employed in a wide variety of production contexts and have the technical conceptual skills for dealing with new forms and unforeseen challenges.
- Critical reflection and awareness of context: They can critically reflect on relevant issues related to a larger social context and make informed decisions about the positioning of their work and methods of production. This critical reflection should be expressed through both practice, and verbal analysis of intention: reflections on process and creative output.
- Communication skills: They can communicate their intention, context, process and perceived results– with clear written and oral descriptions to both experts and general audiences.