Education guide 'Eindhoven designs' - Technische Universiteit ...

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achieved in the learning activity as a whole
and how this contributes to their overall
competence of designing. This written
feedback also serves as evidence for the
students’ showcase and, as such, is input
for the assessor (see chapter eight for more
detailed information on feedback).
Assessment
The focus of the assessment is students’
development of the overall competence of
designing, their vision on designing and their
growth as a designer. The various elements of
the assessment are the end-of-term exhibition
at which students show their project; students’
showcase; and a meeting between the
assessor and student (see chapter eight for
more detailed information on assessment).
The formal function of the assessment is to
decide whether or not the student is promoted
to the next block, and receives 30 credits
or not. In our case this is determined by the
developmental stage a student has achieved,
related to the block he/she has been doing.
Assessments also have a feedback function:
the assessment gives qualitative information
on the developmental stage the student has
achieved (see chapter six for more information
on developmental stages), and how the
student’s growth has evolved since the
previous assessment. As such, this gives the
student feedback on his/her ability to selfassess.
Last but not least, the assessment
fulfils a feed-forward function: it gives students
pointers to fine-tune or adjust their long-term
goals for their growth as a designer and to set
competency development goals in their PDP for
the next semester.