Component 1: Producing effective and creative interior design.
Assessment for this component of exit level outcome is done predominantly by means of assessing learner`s competence in practical applied design projects.
Competence is evident when learners are able to:
Independently answer a brief successfully, following the design process from start to finish and fully understands all the contextual aspects related to the project – at the level of competence expected of an industry entry level interior designer;
Compile and document relevant research and process information;
Conceptualise innovative and fresh design at industry level of sophistication;
Solve functional spaces creatively through the correct and creative application, installation and construction of relevant materials and services;
Use technical skill, including digital technology effectively to produce relevant drawings and design presentations;
present the design solution, clearly indicating comprehension of the design process and intended result (produce a design rationale).
Component 2: Technical skill
Learner`s competence in this component of exit level outcomes is assessed by means of practical exercises and projects, many of which are extensions of applied design projects. Interactive tests are also completed.
Competence is evident when learners are able to:
Produce relevant technical drawings using a CAD system;
Demonstrate a confident knowledge of various construction methods using a variety of materials and services available;
Complete a specification document of materials and services used within a design solution at industry entry level;
Present a visual design solution through hand rendered and computer rendered artwork.
Component 3: Visual and design literacy
Assessment of a learners`s competence of exit level outcomes is done predominantly by means of analytical essays, written and verbal research presentations and practical application projects.
Competence is evident when learners are able to:
Demonstrate the way in which a space impacts upon people and how to manipulate a space to meet certain requirements, eg: creating a productive working environment versus a non-productive environment;
Demonstrate a professional (industry) level of knowledge about interior design in general, specific projects and designs, design trends, the history of interior design and architecture and the economic and social context of interior design through a verbal presentation;
Use industry related terminology confidently;
Critique interior deign solutions at a professional level;
Distinguish between successful and unsuccessful design solutions through the knowledge that they have gained;
Conceptualise and produce design solutions that display the learners understanding of design trends, styles, the history of interior deign and architecture and the economic and social context of interior design;
Understand and discuss ethical practice in an informed manner, and apply thorough knowledge of the history of interior deign and architecture in applied design projects and understand its relevance to the current practice of interior deign.
Component 4: Knowledge of the interior design industry
Assessment of a learner`s competence of exit level outcomes is done predominantly by means of analytical essays, written and verbal research presentations and practical application projects.
Competence is evident when the learners are able to:
Demonstrate a thorough knowledge of the nature of the interior design industry and understand the structure, activities and functions of various typical types of design business;
Display industry level knowledge of the activities and responsibilities they will have as designers in industry; and
Demonstrate the relevance of a thorough knowledge of materials and services available to them.
Component 5: Time and self management and collaboration in teams
Assessment of a learner`s competence in this component of exit level outcomes is through practical applied design projects and written and verbally presented research projects.
Competence is evident when learners are able to:
Confidently complete a design project following the design process from the initial brief to site supervision;
Understand the importance of scheduling realistic deadlines and meeting them subject to conditions out of their control;
Collaborate with other designers and personnel relevant to the industry at all levels.
Assessment is outcomes based – outcomes are defined for each exercise and project and learners` work (learning) is assessed against these outcomes. An integrated assessment is performed by assessing critical, specific and developmental outcomes. Projects are designed in such a way that the critical crossfield outcomes are automatically
achieved when learners complete a project successfully.
Assessment is project based with every project or exercise in a particular subject resulting in a mark. Learning is assess according to the required specific outcomes – Knowledge, Skills and Values – defined for a project.
Learning is assessed by means of the following strategies:
Continuous project based assessment;
Continuous evaluation of learners` progress during interactive group critique of learners` work;
Peer assessment during interactive group critique of learners` work;
Self assessment – learners critique their own work; and
Internal and external moderation.
Continuous assessment during projects allows learners to improve and remedy insufficient learning during the completion of a project. This also allows learners to learn at their own pace.
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