One of the most time consuming parts of teaching is assessment — not because it’s hard to tell good work from bad — but because we know there’s a lot on the line; we know our students have a lot invested in a class; and, we want to grade their achievements as accurately and objectively as possible… and there’s a lot to take into account.
Here in the School of Graphic Design, we try to be as open and transparent about what we’re grading and how we’re grading as possible. We provide rubrics — guides to what meets, what doesn’t meet, and what exceeds expectations — where possible. We give progress grades every four weeks. We’re continually trying to improve, refine, and make grading more equitable — but, there are always a few core elements to keep in mind as guiding principles. When looking at the last few weeks of the semester, these are things that students can reflect on.
Results > Effort
One of the biggest adjustments that many of our students face is the dynamic that we grade on results — not effort. No matter how hard you tried, it is the results that matter*. If it takes nine hours and the results are are a C, then the grade is a C. If it takes 30 minutes and the results are an A, then the grade is an A. Granted, often with greater efforts comes greater results — we know that dynamic to be true… but it’s not always the case and when assessing work, we’re looking at results (along with process and participation). This is also how you will be assessed professionally in the workplace... and even clients and employers care about process and participation to some degree.
So, #protip: Never say: “But, I tried really hard”… instead say: “Ok. What can I do to achieve better results next time?”
It’s about the process as much as the product
One of the main takeaways in the past few semesters is that design — especially at the graduate level — is as much about the process as the end product. Sure, it’s important to have a fabulous portfolio with amazing pieces, but someone will hire you not for the amazing work you did but for the amazing work that you will do for them.
The best way to show that you are capable of this is by showing a transparent, documented, repeatable process that makes evident that you are a thinking, resourceful, intellectually-curious designer… who is also aesthetically talented.
*That said, even in a results-oriented design culture, we want to ensure that the work you put on the table is yours. This is a secondary bonus to a thorough, documented process — it diffuses most concerns of plagiarism because you can trace your ideas from the initial sketches through to the final products... and in a portfolio, potential employers can be better assured that the finished pieces are the results of a solid process more than collaborative work from an instructor or peers (or luck).
Start in the middle (push for excellence + recognize limits)
We’ve adopted a more vocal model of meets expectations, exceeds expectations, and doesn’t meet expectations. From a grading standpoint — to meet expectations means to pass (which is a grade of C). To exceed expectations is higher (B... and A for significantly exceeds) and a non-passing grade is one that doesn’t meet expectations.
The work in the semester is laid out and averaged. The average grade needs to meet expectations for the students to have earned a passing grade. If a student puts 10 things on the table and 9 of them meet expectations and 1 does not meet expectations, does the student pass the class? No. The one doesn’t meet expectations drops the average to a below-required average. This is why your instructors encourage you to always exceed expectations: (1) you should strive for excellence anyway, but (2) not everything is going to work out… and there might not be the opportunity for everything to be “dialed up” in the end anyway.
In fact, knowing what might not work out as well, and planning accordingly, is a good trait of any designer. In one of my classes, we’re working on a project that has four elements: a conceptual element, a narrative element, a formal element and a craft/physical element… depending on the project, not each of these elements are suited for an exceeds expectations effort and that’s OK. Maybe an idea has the potential to be really great from a narrative POV, but there really isn’t quite the same opportunity to leverage the physical angle. A good designer surveys the landscape, recognizes where efforts are best used, and allocates them appropriately. You can’t turn everything “up to eleven”. Knowing that will not only save you time, but often make a better project in the end.
Side note: Sometimes, too, having everything dialed up results in an inaccessible outcome overall. In order to exceed expectations as a whole, a few elements might dip into the "meets expectations" realm. For instance, while trying to avoid clichés, you might create a project that is wholly unrecognizable... but slightly dipping into a cliché (and doing it well/in an interesting way) might further understanding for the entire project.
Check your progress
Progress grades are issued every four weeks. This is fairly unusual — most universities only issue mid-term grades and many do not leave room for comments. Here at AAU, you’re likely to get comments on your grade — up to detailed tips and instruction — in addition to updates every quarter. However, it’s up to the student to check on those — and most do. However, I remember a conversation with a distraught student years ago who didn’t pass a second-semester class. “Why didn’t you tell me!?” he asked me after a final non-passing grade. We looked at his progress grades — all of which were non-passing. I said: “Technically, you were never passing the class... and I did tell you. Every four weeks I snet you grade notices and I gave you detailed comments each time. Did you not look at your grades?”… (“Um. No.”). Check your grades. Stay on top of your progress.
Many moving parts
Grading is multi-faceted to say the least. In the graduate program, unless noted by your instructor, the basic grading framework is: 25% process / 25% participation + presentation / 50% work product… and each of these has many sub-elements including attendance, quizzes and a good number of other things. From a project POV, there might be a half-dozen things being graded at once: concept, craft, formal execution, etc… It’s one giant matrix.
If you have questions about what’s being graded, please ask your instructor, but there’s a pretty good chance that they did go over it on the first day of class, so you might want to refer to your notes. You might also think back — was this covered in an earlier class? Did they say “this was department-wide”?
Scorecards (+ bonuses)
It is very easy as a creative person to get off track. We start on one great idea and hop to the next and the next and forget sometimes where we were headed. As designers, this isn’t so great and we do lots of things to keep ourselves on track (this is the reason we love cards as a format — we can tape them to the wall as reminders). When looking back at you assignments each semester — and the course in general — make sure that the work that you’re doing actually meets the goals and objectives of the class. The illustrations you did for the layout you were working on might be fabulous, but if the class is about typography — not about illustration — then that’s not going to help come assessment time.
Each class and project has stated objectives and goals. Most are even written on project briefs or given you at the beginning of class in the form of slideshows, handouts or lectures. These give you a very good idea as to what’s being taught, learned — and ultimately, graded. Make sure you check back with those from time to time.
That said, don’t just look at a class as something to pass. Look at is as something to learn from and to glean a portfolio piece from — and hopefully a place to help to build your network through great interactions with peers and instructors.
It’s for you to prove
As mentioned, each class has its objectives — and, in the end, it’s up to you to show (prove) that you’ve met those objectives more than your instructor's responsibility to sleuth it out. In the absence of evidence that you’ve met objectives, the assumption is that you haven’t. Mainly because your instructors simply cannot be design-detectives, but more importantly, because you’ll need to do the same in your professional life. The success of successful design needs to be self-evident.
In each class — and this is especially true for final thesis presentations — make sure you are able to address the dynamic of: “Hi, I’m (insert your name here): Here is my work for (insert class here)… these were the objectives of the class and project, here’s how I approached them and here are the results. I think I met those objectives in these ways: ___. Do you?” … Don’t just put a box of work on the table and say: “Here’s my stuff”.
This is generally fairly easy with classes that have final presentations, but even if you’re submitting a portfolio, how can you help your instructors know that you’ve met the objectives of the class? Are there simple communication tools you can add? (lists? cards? notes on projects?)
So… at the end of a busy semester, it might be helpful to reflect on the above when stepping into the last few weeks of class so that your semester ends up where you want it to go.