DCX101: Design Context

DCX101_Assessment 1 Brief Page 1 of 4

ASSESSMENT 1 BRIEF
Subject Code and Title	DCX101: Design Context
Assessment	Observation to Interpretation
Individual/Group	Individual
Length	Presentation 4-5-slides, supported with visual elements. Reflective review (500 words +/- 10%)
Learning Outcomes	a) Apply observational skills learnt in this subject to describe, develop and complete assessments. b) Demonstrate capacity to research and apply a structured systematic process of inquiry to source, analyse and evaluate information through reading, writing and illustration.
Submission	For face to face students, this assessment is due in class in Module 3. For online students, this assessment is due by 11:55pm AEST/AEDT Sunday of Module 3.
Weighting	20%
Total Marks	100 marks

Context:
This assessment introduces students to the critical skills of observation and interpretation
within the design process. For all creatives, observation is a powerful tool. It allows us to
investigate a subject in depth, looking beyond the immediate perception, to see what is not
often visible to others. When viewing images, we have an opportunity to ignite our
curiosity, enhance our attention to detail and explore beyond our immediate response.
Observation helps us recognize the uniqueness of the situation and reveal visual clues that
can otherwise go unnoticed. Moreover, observation helps us understand the context of an
image and provides the framework for interpreting it. Revealing the story behind an image
helps create meaning with the potential to forge a strong emotional connection.
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Instructions:
This assessment task requires students to source THREE images for evaluation. Students are
asked to document their observations and interpretation for each image selected by
responding to the following questions:
– What is the primary subject matter of your image?
– How has your image been captured or created? What medium is used and why?
– What is your first impression of this image? Describe the scene or composition.
– In your opinion why do you think it has been composed this way? What is the
designer or photographer trying to tell us?
– What is the difference between your first impression and your final interpretation
of your image? List three differences.
Using the above questions as prompts, you are required to review your picture, identify and
write a short description of any specific elements that carry meaning.
Collate your responses and use them to write a 500-word reflective evaluation (+/- 10%)
that identifies what you have observed and outlines an interpretation of your image.
Submission Instructions:
The assessment will be collated and submitted as ONE PDF presentation in the following
format:
1. Title page including student name, student number and assessment title.
2. Contain a copy of the three selected images.
3.
A copy of the above questions including your responses.
4. The 500-word written reflective evaluation.
Image requirements: Please ensure your image is of good resolution (no pixilation) and is
saved as a jpeg prior to embedding it into your document. Be aware that images that are
too large will increase your file size and may be problematic when uploading to Blackboard
for submission. Students may choose any image they like, however, they must use APA
referencing.
References: Students are required to use appropriate academic language where necessary
and adhere to APA referencing conventions.
For face to face students, this assessment is due in class on Module 3.
For online students, this assessment task is due by 11:55 pm Sunday of Module 3.
Please note you are required to upload your assessment task to Blackboard as a PDF.
Your Learning Facilitator will grade your submission out of 20% and provide you with
formative feedback.
Submit digital presentation slides/notes via the Assessment link in the main navigation
menu in DCX101.
DCX101_Assessment 1 Brief Page 3 of 4
Assessment Rubric: Assessment 1

Assessment Attributes	Fail (Unacceptable) 0-49%	Pass (Functional) 50-64%	Credit (Proficient) 65-74%	Distinction (Advanced) 75 -84%	High Distinction (Exceptional) 85-100%
Content, Purpose and Professionalism 25%	Does not meet minimum standard with regard to content and professionalism. Demonstrates no awareness of content and/or purpose of the assignment.	Meets minimum standard with regard to content and professionalism. Demonstrates limited awareness of content and/or purpose of the assignment.	Moves beyond minimum standard with regard to content and professionalism. Demonstrates consistent awareness of content and/or purpose of the assignment.	Exceeds minimum standard with regard to content and professionalism. Demonstrates an advanced and integrated understanding of content and/or purpose of the assignment	Exceeds minimum standard with regard to content and professionalism. Consistently demonstrates a systematic and critical understanding of content and purpose of the assignment.
Knowledge and understanding of observation and interpretation 40%	Demonstrates limited understanding of required concepts and knowledge. Key components of the assignment are not addressed.	Demonstrates knowledge and understanding of required concepts. Resembles a recall or summary of key ideas.	Demonstrates thorough knowledge and understanding of required concepts. Demonstrates a capacity to explain and apply relevant concepts.	Demonstrates highly developed knowledge and understanding of required concepts. Well demonstrated capacity to explain and apply relevant concepts.	Demonstrates sophisticated knowledge and understanding of required concepts. Mastery of concepts and application to new situations/further learning.
Effective Communication 25%	Difficult to understand for audience, no logical/clear structure, poor flow of ideas, argument lacks supporting evidence. Audience cannot follow the line of reasoning.	Information, arguments and evidence are presented in a way that is not always clear and logical. Line of reasoning is often difficult to follow.	Information, arguments and evidence are well presented, mostly clear flow of ideas and arguments. Line of reasoning is easy to follow.	Information, arguments and evidence are very well presented; the presentation is logical, clear and well supported by evidence. Line of reasoning is easy to follow.	Expertly presented; the presentation is logical, persuasive, and well supported by evidence, demonstrating a clear flow of ideas and arguments. Engages and sustains audience’s interest in the topic.

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Correct citation of key resources and evidence 10%

Poorly written with errors in spelling, grammar. Demonstrates inconsistent use of good quality, credible and relevant resources to support and develop ideas. There are mistakes in using the APA style.

Is written according to academic genre and has accurate spelling, grammar, sentence and paragraph construction. Demonstrates use of credible and relevant resources to support and develop ideas, but these are not always explicit or well developed. There are no mistakes in using the APA style.

Is well written according to academic genre and has accurate spelling, grammar, sentence and paragraph construction. Demonstrates use of credible resources to support and develop ideas. There are no mistakes in using the APA style.

Is very well written according to academic genre and has accurate spelling, grammar, sentence and paragraph construction. Demonstrates use of good quality, credible and relevant resources to support and develop arguments and statements. Show evidence of wide scope within the organisation for sourcing evidence. There are no mistakes in using the APA style.

Is expertly written according to academic genre and has accurate spelling, grammar, sentence and paragraph construction. Demonstrates use of high quality, credible and relevant resources to support and develop arguments and position statements. Show evidence of wide scope within and without the organisation for sourcing evidence. There are no mistakes in using the APA style.