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STUDENT
LEARNING
ASSESSMENT
REPORT,
2018-2019
PROGRAM: Fashion Design (BA) SUBMITTED BY: Robin Wagner DATE: 10/2019
Executive Summary: Description of Assessment Process
List all of the program’s learning outcomes, as of the assessment year's catalog: (regardless of whether or not they are being assessed this year)
Learning Outcome Year of Last
Assessment Assessed This Year (Y=Yes) Year of Next Planned Assessment Create garments that demonstrate quality workmanship, functional properties, and aesthetic
merits for submission into the annual department fashion deign show.
New
Outcome Y 2019/20
Design and create a line of garments that include design sketches and illustrations, spec/technical drawings and final garment production for presentation in a professional portfolio for entry entry into the industry
New
Outcome Y 2019/20
Conduct design research that engages the design process to include identifying a design
problem and the exploration of multiple design solutions Outcome New N 2019/20
Demonstrate multiple communication skills (hand, digital and/CAD) in technical spec writings
and drawings, design illustrations, and professional presentations of design solutions. Outcome New Y 2019/20
Provide a brief description of the assessment process used including how results are shared and discussed and strengths, challenges, and planned improvements to the process, providing evidence of a culture of continuous improvement based on assessment. If there is something that is impeding your ability to implement improvements, please comment on those issues (generally not more than two paragraphs, may use bullet points):
Students work was gathered from multiple 4th year classes and have been reviewed by the fashion faculty using an assessment rubric (see Appendix, fig. 2). Courses for 2018/19 included AA 407, AA 420 and AA 423 (courses from the old program). Work included student presentations of a senior line and/or the development of a garment product. Work content included
developmental sketches, final sketches, specification flats, constructed garments and a portfolio of work created during their junior and senior years. Many of the reviews were conducted among all three of the faculty – discussing the quality of work while being reviewed. From the final results, faculty discussed areas of weaknesses and concerns and potential adjustments the department needed to make to the new program implemented Fall 2019. Assessment information has been placed into a shared file (Dropbox) for all the fashion faculty.
As of Fall 2019, new curriculum has been implemented for the program. These changes came about due to a summer 2018 review of the past curriculum by faculty. Review included course evaluations and graduating students’ evaluations. The new program was a collaboration of faculty to create a program that implements the following:
1st and 2nd year students will be introduced to foundational courses and studios that incorporate knowledge and skill level courses.
3rd and 4th year courses and studios will incorporate research-based design (industry standard) that involves research, analysis and application of findings to solve design problems.
Two writing intensive (WI) courses integrated in the program to help students meet university requirement
2 | P a g e The faculty have discussed the integration of more digital technology that includes CAD/CAM (digital pattern making). The software and large format printer have been budgeted for the department and purchased summer 2019; but the full implementation of this technology is based on additional available funds.
Implementation of the new curriculum has some major technology costs associated with it -- these cost include computers, software and additional IT support (private server, additional computer ports, etc.). These additional costs are currently coming out of the department funds and is limiting the budget in the department for other funded projects.
Closing the Loop: Progress on Planned Improvements from Prior Year
Describe how the program implemented its planned improvements from last year:Outcome Planned Improvement
Update
(Indicate when, where, and how planned improvement was completed. If planned improvement was not completed, please
provide explanation.) Create garments (worthy of
acceptance to Marymount’s prestigious fashion show) that are of appropriate quality, function and aesthetics.
Curricular improvement includes senior students will create a process books to show research, analysis and synthesis of ideas and how they were applied to garments. Assessment will include these process books for senior garment submittals. In addition, garment review data will provide a breakdown of % sophomore, junior and senior acceptances in the show. The goal is follow students from sophomore year through to senior year and if skills strengthen as they move through the program.
A new program was implemented for Fall 2019. Process books will be assessed for learning outcomes next year for two courses running fall 2019 and spring 2020 (new course AA 485 and AA 495).
Data has been obtained from 2019 fashion show submittals. Freshman, sophomore and junior level student work has been assessed and will be compared to their PIM show submittals for 2020. Design an aesthetically
pleasing and functional line of apparel that is
appropriate for a target market and visually expressed in a portfolio for entry into the industry.
The program will be restructured for
implementation Fall 2019. Program restructure will be based on the following:
1st and 2nd year students will be introduced to foundational courses and studios that incorporate knowledge and skill level courses. These courses will concentrate on basic sewing and garment construction skills; textile
properties, processes knowledge and design skills; illustration skills for visual communication of design solutions; historic knowledge and critical skills for forecasting design trends; and digital technology skills for design and portfolio presentations.
3rd and 4th year courses and studios will incorporate research-based design (industry standard) that involves research, analysis and application of findings to solve design problems. Global, cultural and empathetic design
challenges will be included in project outcomes. DSINQ courses will be changed to be
appropriately aligned with the courses the implement inquiry and application in these cases.
The new program was implemented Fall 2019. A program curricular grid is attached (see Appendix, fig. 1)
1. The sequencing of courses has been built on knowledge and skills learned in the student’s 1st and 2nd year course work. 2. 3rd and 4th year level courses are
application based. A new course, AA 485, was implemented into the program to incorporate the design research process to the development of a senior garment line.
3. Two courses in the program are now writing intensive (WI) -- AA 361 and AA 485.
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Outcome Planned Improvement
Update
(Indicate when, where, and how planned improvement was completed. If planned improvement was not completed, please
provide explanation.)
Two writing intensive (WI) courses will be developed into the program. The WI’s will be developed to have written content that shows evidence of the student’s analyses and research findings. Currently there are no WI courses within the program offering
Changes to sequencing of studio courses. Current course sequencing restricts anyone from entering the program to complete a degree under 4 years (effecting directly transfer students); therefore, course revisions will take transferring students in mind.
More integration of digital technology that includes The Adobe CC suites – Photoshop, Illustrator and InDesign
department to run the 2nd year studio in the summer to provide a quicker path to degree completion for transfer students into the program. (Example: most transfers come in with no studio transfer (mainly LAC transfers). The change in sequencing allows students to take the two 1st yr. studios (fall and spring) and the 2nd yr. studio (summer) and move into the 3rd year design studios by their 2nd year at Marymount. 5. We have integrated more digital
technology into the fashion illustration courses and are requiring the use of these skill in 3rd and 4th year classes: AA 307, AA 407, AA 485 and AA 495.
Provide a response to last year’s University Assessment Committee review of the program’s learning assessment report: Comment:
Response:
1. Review comment request we provide the sharing of the assessments on a shared drive among faculty. 2017/2018 and 2018/2019 assessments have been placed in a Dropbox file shared with all fashion faculty.
2. The learning outcomes need to use multiple measures. The faculty have developed multiple measures into the
assessment; but with new program courses being offered academic year 2019/20 – the department has been unable to use all measures for this assessment period.
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Outcomes Assessment 2018-2019
Learning Outcome 1: Create garments that demonstrate quality workmanship, functional properties, and aesthetic merits for submission into the annual department fashion deign show
Outcome Measures Explain how student learning will be measured and indicate whether it is
direct or indirect.
Performance Standard Define the acceptable level of
student performance.
Data Collection Discuss the process for collecting this data: who conducted the assessment,
when, and how?
Result
Did you meet your target? What was the result? Direct Measure: Garment review
by faculty for garment inclusion in the the Portfolio in Motion (PIM) fashion show
30 students and 118 garments reviewed
90% of students must receive a rating of Excellent (5) or Good (4) for inclusion in the Portfolio in Motion (PIM) fashion show
Rubrics were collected from the final garment review (3rd review April 2019). Three faculty reviewed garments submitted for the Portfolio in Motion (PIM) annual fashion show. (see Garment Review rubric in Appendix, Fig. 2). Students are accepted if scores rank greater than 4 (Good) and are denied if they score below a 4.
This outcome was not met. 88.14% of students garments presented were included in the fashion show, scoring a 5 or 4 in all categories.
118 garments were submitted. 14 garments were denied admittance scoring below 4 in one or more categories.
Direct Measure: Review of Senior Students Garment line. Includes review of photos of work (PIM submissions)
9 students reviewed (5+ garments per student) 80% of students must receive a rating of Exceptional (4) or Strong (3) in the three assessment criteria: Construction Quality, Functional constraints and aesthetic merit that guide the design construction and fabric/material choices
NOTE: ½ rating were allowed for student work that fell short of meeting a rating. Example, several aspects of student’s work would be exceptional but not enough to meet the exceptional (4) rating. Faculty would rate students with a 3.5 rating
Using photos of garments and student’s drawings, three design faculty assessed the quality of the the senior line of garments for Spring 2019 (See rubric for outcome I --Appendix, Fig. 3). The average and mode were calculated for each criterion. An average of all three criteria for all performance ratings of 4 or 3 was calculated. (see Data findings in the Appendix, Fig. 4)
This outcome was not met. 74% of the students received a performance rating of
Exceptional (4) or Strong (3) in all three criteria.
For a breakdown of each criteria see Appendix, fig. 4.
Interpretation of Results
Analysis and Implications: What does this result tell you about the extent to which your students achieved this outcome? What are the strengths and weaknesses that this result highlights, and what are the implications for your curriculum or your program?
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There was an increased number of garments accepted into the show that were created by freshman/sophomores. 9
freshman garments were accepted and 9 sophomore garments were accepted. 17.30% of the total garments accepted were from lower classmen (realize the bulk of the garments accepted are from seniors in three separate studios that require multiple garments to be produced). In the past, there have been no freshman garments accepted. This data shows a strength in the lower level design studios in student construction skills. Going forward, the department will be tracking these student’s skills as they move through the program to graduation.
Senior student’s assessment of construction did not meet the standard. When you look at the mode in construction quality and functional constraints and aesthetic quality, the data findings show a bimodal distribution in the student’s garment construction skills. 4 of the 9 senior students had a 4 (exceptional) rating in both categories and 3 students had a rating of 2 (marginal) in both categories; with the other 2 student’s ratings distributing evenly between the major mode and minor mode.
Discuss planned curricular or program improvements for this year based on assessment of outcome:
The faculty have look to develop several plans of action to work on student’s quality of garment construction. These include the following:
To help students to be more competitive and push themselves to create quality constructed garments, the fashion faculty have chosen to reduce further the number of garments to be shown in the 2020 PIM show --dropping the number of accepted garments to 90/95. Additionally, senior line work has always been included when the work is on the line of having a rating of 4 in areas of construction. Spring 2020 all garments MUST meet a standard of 4 or better for inclusion in the show and admittance into the show will be based on total pts achieved (5 the highest pt. value) across all 9 construction standards.
To address the bimodal distribution of student’s skills in garment construction, the fashion faculty will be developing weekend workshops that will run several Saturdays in the second half of the fall and spring semesters. Faculty and professionals in the field will be assisting students with the construction of their garments. We hope these workshops help support students to perfect their construction skills and create an environment of students asking for help and support.
Learning Outcome 2: Design and create a line of garments that include design sketches and illustrations, spec/technical drawings and final garment production for presentation in a professional portfolio for entry into the industry
Outcome Measures Explain how student learning will be measured and indicate whether it is
direct or indirect.
Performance Standard Define the acceptable level of
student performance.
Data Collection Discuss the process for collecting this data: who conducted the assessment,
when, and how?
Result
Did you meet your target? What was the result? Direct Outcome: Faculty review of
senior garment line drawings from course AA 423: Senior Fashion Design Portfolio
9 students reviewed
80% of students must receive a rating of
Exceptional (4) or Strong (3) in the three assessment criteria: Design Sketches, Spec/Technical drawings, professional portfolio
NOTE: ½ rating were allowed for student work that fell short of meeting a rating. Example, several
Three design faculty assessed the quality of the the senior garment line drawings submitted in AA 423: Senior Fashion Design Portfolio Spring 2019.
Assessment was based on a rubric (See Appendix, fig. 3)
This outcome was met. 96% of the students received a performance rating of
Exceptional (4) or Strong (3) in all three criteria areas.
6 | P a g e Outcome Measures
Explain how student learning will be measured and indicate whether it is
direct or indirect.
Performance Standard Define the acceptable level of
student performance.
Data Collection Discuss the process for collecting this data: who conducted the assessment,
when, and how?
Result
Did you meet your target? What was the result?
aspects would be exceptional but not enough to meet the exceptional (4) rating. Faculty would rate it 3.5
Indirect Outcome:
Designer of the year review of student’s portfolios (May 2, 2019) Designer: Lazaro
7 students portfolios reviewed
90% of the designer’s review comments are positive and favorable – speaks to the strength of the portfolio in the areas of: Design quality and style, visual
communication of the design lines, fabric choices (aesthetic and functional qualities), brand identity to the designer.
Fashion faculty notes were assessed from the designer of the year review comments to student’s portfolios. Comments were tallied as either
positive/favorable or negative/unfavorable (see Appendix, Fig. 5)
This outcome was met. 96.42% of the designer’s review comments were positive and favorable of the students’ work presented in their portfolios.
Interpretation of Results
Analysis and Implications: What does this result tell you about the extent to which your students achieved this outcome? What are the strengths and weaknesses that this result highlights, and what are the implications for your curriculum or your program?
The students’ visual communication skills and their ability to create quality designs that are trendsetting is a strength of the program. In addition, students were praised by our designer of the year, Lazaro, for understanding their own strengths and developing a strong brand identify. He highly praised the students’ ability to develop a portfolio that communicated their design skills professionally.
When reviewing the data breakdown of the faculty’s review, all criterion areas (three) are performing well. The lowest ratings are in the area of functional and aesthetic merit in the area of fabric/material selections and is the only negative review comment made by the designer of the year.
Discuss planned curricular or program improvements for this year based on assessment of outcome:
With the implementation of the new course, AA 485: Senior Design Research and Development, the fashion faculty feel this will support strong design solutions. With keener design research, student’s work will incorporate stronger fashion
7 | P a g e Learning Outcome 3: Conduct design research that engages the design process to include identifying a design problem and the exploration of multiple design solutions
Outcome Measures Explain how student learning will be measured and indicate whether it is
direct or indirect.
Performance Standard Define the acceptable level of
student performance.
Data Collection Discuss the process for collecting this data: who conducted the assessment,
when, and how?
Result
Did you meet your target? What was the result? Learning outcome was not
assessed 2018/19
Interpretation of Results
Analysis and Implications: What does this result tell you about the extent to which your students achieved this outcome? What are the strengths and weaknesses that this result highlights, and what are the implications for your curriculum or your program? The learning outcome was not assessed for 2018/19 as the outcome is tied to a new course AA 485: Senior Design Research and Development. The course runs for the first time Fall 2019. The outcome will be assessed for 2019/2020.
Discuss planned curricular or program improvements for this year based on assessment of outcome:
Learning Outcome 4: Demonstrate multiple communication skills (hand, digital and/CAD) in technical spec writings and drawings, design illustrations, and professional presentations of design solutions.
Outcome Measures Explain how student learning will be measured and indicate whether it is
direct or indirect.
Performance Standard Define the acceptable level of
student performance.
Data Collection Discuss the process for collecting this data: who conducted the assessment,
when, and how?
Result
Did you meet your target? What was the result? Direct Outcome: Faculty review of
senior garment line drawings from the courses AA 407: Product Development II and AA 423: Senior Fashion Design Portfolio
11 students were evaluated
80% of students must receive a rating of Exceptional(4)) or Strong (3) in the three assessed criteria for the use of multiple visual
communication skills (hand, digital software and
Accumark): Spec/Technical drawings, fashion design illustrations, and
professional presentation
Three design faculty assessed the quality of the the senior line of garments visual
communication skills for presentation in the fashion show Spring 2019. Assessment was based on rubric (See Appendix, fig. 3)
This outcome was met. 93.93% of the students received a performance rating of
Exceptional (4) or Strong (3) in all three criteria areas.
Breakdown of each criteria is shown in the appendix, fig. 4.
Direct Outcome: Faculty review of AA 275: Fashion Illustration II and AA 285: CAD/CAM for Fashion to compare and contrast students use of multiple visual communication skills
8 | P a g e Interpretation of Results
Analysis and Implications: What does this result tell you about the extent to which your students achieved this outcome? What are the strengths and weaknesses that this result highlights, and what are the implications for your curriculum or your program?
Students are using multiple visual communication skills – integrating drawings with hand sketching, photoshop and illustrator skills.
The use of Accumark (digital pattern making software and digital printer) has not been introduced to students in the program to date.
Discuss planned curricular or program improvements for this year based on assessment of outcome:
The students have begun to use multiple visual communication skills but to be competitive in the industry, the faculty keep
9 | P a g e Appendices (please only include items that will help reviewers understand your process – for example, test questions, rubrics, survey questions, more detailed description of assessment measures, summary tables of survey results, etc.)
11 | P a g e Fig. 3 Fashion Design Learning Outcome Rubrics
Senior Fashion Design Assessment Rubric Students Name:
PART I: Create garments that demonstrate quality workmanship, functional properties, and aesthetic merits for submission into the annual department fashion deign show (Portfolio in Motion/AA 420 (SP 2020 AA 409)
Assessment Criteria 4=Exceptional 3=Strong 2=Marginal 1=Unacceptable N/A Score
1.Construction
Quality: Analysis of
artistic and practical constraints that guide garment construction.
Garment construction is
executed with precision
and attention to details including the precise fit of
the garment to the human
body.
Garment construction
demonstrates appropriate skills and attention to details including the appropriate fit of the garment to the human
body.
Garment construction demonstrates limited skill
and attention to details
including the inadequately fit
of the garment to the human
body
Garment construction lacking
or defective in skills and attention to detail including the garment does not fit the
human body
2. Analysis of
functional constraints and aesthetic merits
that guide the design and construction of the garment
The functional constraints and aesthetic properties that guide the garment design and construction is precise and
comprehensive
The functional constraints and aesthetic properties that guide the garment design and construction is
adequate and appropriate .
The functional constraints and aesthetic properties that guide the garment design and construction is limited.
The functional constraints and aesthetic properties that guide the garment design and construction is missing. 3. Analysis of functional constraints and aesthetic merits to fabric/material choices
Exceptional fabric and /or material choices were made effectively analyzing the
functional constraints and aesthetic properties
Strong fabric and /or material choices were
made adequately
analyzing the functional
constraints and aesthetic properties.
Marginal fabric and /or material choices were made inadequately analyzing the
functional constraints and aesthetic properties
Unacceptable fabric and /or material choices were made
and no analysis of the functional constraints and aesthetic properties was considered.
PART II: Design and create a line of garments that include design sketches and illustrations, spec/technical drawings and final garment production for presentation in a professional portfolio for entry entry into the industry (AA 423 (SP 2020 AA 495)
Assessment Criteria 4=Exceptional 3=Strong 2=Marginal 1=Unacceptable
1. Design Sketches and illustrations: Analysis
presentation quality of the garment line concept and design/construction details for the student’s senior garment line
The design sketches are illustrated with precision
and comprehensive in the presentation of the
concept and
design/construction details
The design sketches and illustrations are adequate
and appropriate in the presentation of the
concept and
design/construction details
The design sketches and illustrations are limited in
the presentation of the
concept and
design/construction details
The design sketches and illustrations are missing in the
presentation of the concept
and design/construction details
2. Spec/Technical drawings:
Analysis of specification drawings/technical flats and garment pattern drawings and construction
Specification
drawings/technical flats are
executed with precision and attention to details
included and
comprehensively applied to the garment pattern construction
Specification
drawings/technical flats are
adequately executed and attention to details
included and appropriately
applied to the garment pattern construction
Specification drawings/technical flats
are limited in execution
and attention to details
included and
inadequately applied to the garment pattern construction
Specification drawings/technical flats are lacking or defective in
skills and attention to detail
and lacks skill in garment
pattern construction
3. Professional portfolio: Analysis
of quality portfolio that presents garment design illustrations, technical drawings, fabric choices and final photos of garment construction
Portfolio presents precise
details and
comprehensive visual presentations of design
concepts/ ideas through drawings and illustrations, material selections and images present quality of garment construction
Portfolio presents
adequate details and appropriate visual presentations of design
concepts/ ideas through drawings and illustrations, material selections and images present quality of garment construction
Portfolio presents limited
details and inadequate visual presentations of
design concepts/ ideas through drawings and illustrations, material selections and images present quality of garment construction.
Portfolio lacks details and
visual presentations of design
12 | P a g e PART III: Conduct design research that engages the design process to include identifying a design problem and the exploration of multiple design solutions (to be assessed in new course FA 2019 AA 485)
Assessment Criteria 4=Exceptional 3=Strong 2=Marginal 1=Unacceptable
1. Identification of design problem: Analysis and synthesis of design research to identify a design problem for determination of a design solution
Research and analysis of design resources are comprehensive and detailed; demonstrates an advanced ability to identify and articulate a design problem
Research and analysis of design resources are adequate and detailed; demonstrates an adequate ability to identify and articulate a design problem
Research and analysis of design resources are limited and lack details; demonstrates an inadequate ability to identify and articulate a design problem
Lacks research and analysis of design resources does not identify or articulate a design problem
2. Exploration design solutions: Analysis of the exploration of multiple design solutions to test efficacy
Applies multiple design
and technical drawings to
test comprehensive ideas
and precise efficiency of design solution
Applies multiple design
and technical drawings to
test appropriate ideas and
adequate efficiency of design solution
Applies limited design
and technical drawings inadequately testing ideas and efficiency of design solution
design and technical drawings are lacking any design solution
PART IV: Demonstrate multiple communication skills (hand, digital and/CAD) in technical spec writings and drawings, design illustrations, and professional presentations of design solutions. (AA 423 (SP 2020 AA 495))
Assessment Criteria 4=Exceptional 3=Strong 2=Marginal 1=Unacceptable
1. Technical Spec Writing and drawings: Analysis of multiple applications and quality of visual and writing communication skills x Hand sketch X Adobe Illustrator X Adobe Photoshop AcuMark
Technical spec writings and drawings apply
multiple communication skills and are used precisely and comprehensively
Technical spec writing and drawings apply multiple
communication skills and
are used adequately and
appropriately
Technical spec writing and drawings apply limited
communication skills
and are used
inadequately
Technical spec writing and drawings are lacking communication skills
2. Fashion design illustrations: Analysis of multiple applications and quality of visual
communication skills X Hand sketch Adobe Illustrator Adobe Photoshop
Fashion design illustrations apply multiple visual
communication skills and
are used precisely and
comprehensively
Fashion design illustrations apply multiple visual
communication skills and
are used adequately and
appropriately
Fashion design illustrations apply limited
visual communication skills and are used inadequately
Fashion design illustrations are
lacking visual communication
skills
3. Professional Presentations: Analysis of multiple
applications and quality of visual and writing communication skills x Hand sketch x Adobe Illustrator x Adobe Photoshop Adobe InDesign AcuMark Professional presentation of writings and drawings apply multiple
communication skills and
are used precisely and
comprehensively
Professional presentation of writings and drawings apply
multiple communication skills and are used adequately and appropriately
Professional presentation of writings and drawings apply limited
communication skills
and are used
inadequately
Professional presentations are
13 | P a g e Fig. 4 Fashion Design Assessment Data Findings
PART I: Create garments that demonstrate quality workmanship, functional properties, and aesthetic merits for submission into the annual department fashion deign show (Portfolio in Motion/AA 420 (SP 2020 AA 409)
Assessment Criteria Average Mode 80%> 4 and 3
1.Construction Quality: Analysis of
artistic and practical constraints that guide garment construction. 3.2 4 66.6% 2. Analysis of functional constraints and aesthetic merits
that guide the design and construction of the garment 3.38 . 4 77.8% 3. Analysis of functional constraints and aesthetic merits to fabric/material choices
3 .17 3 77.8% 74% Total for criteria
PART II: Design and create a line of garments that include design sketches and illustrations, spec/technical drawings and final garment production for presentation in a professional portfolio for entry entry into the industry (AA 423 (SP 2020 AA 495)
Assessment Criteria Average Mode 80%> 4 and 3
1. Design Sketches and illustrations: Analysis presentation quality of the garment line concept and design/construction details for the student’s senior garment line
3.61 4 100%
2. Spec/Technical drawings: Analysis of specification drawings/technical flats and garment pattern drawings and construction
3.5 4 100%
3. Professional portfolio: Analysis of quality portfolio that presents garment design illustrations, technical drawings, fabric choices and final photos of garment construction
14 | P a g e PART III: Conduct design research that engages the design process to include identifying a design problem and the exploration of multiple design solutions (to be assessed in new course FA 2019 AA 485)
Assessment Criteria Average Mode 80%> 4 and 3
1. Identification of design problem: Analysis and synthesis of design research to identify a design problem for determination of a design solution
No data
2. Exploration design solutions: Analysis of the exploration of multiple design solutions to test efficacy
PART IV: Demonstrate multiple communication skills (hand, digital and/CAD) in technical spec writings and drawings, design illustrations, and professional presentations of design solutions. (AA 423 (SP 2020 AA 495))
Assessment Criteria Average Mode 80%> 4 and 3
1. Technical Spec Writing and drawings: Analysis of multiple applications and quality of visual and writing communication skills x Hand sketch X Adobe Illustrator X Adobe Photoshop AcuMark 3.39 4 91.1% 2. Fashion design illustrations: Analysis of multiple applications and quality of visual communication skills X Hand sketch X Adobe Illustrator X Adobe Photoshop 3.28 3 91.1% 3. Professional Presentations: Analysis of multiple applications and quality of visual and writing communication skills x Hand sketch x Adobe Illustrator x Adobe Photoshop Adobe InDesign AcuMark 3.44 3.5
15 | P a g e Fig. 5 Designer of the year Review Comments (Tally)
7 students reviewed by the designer of the year : Lazaro (May 2, 2019) Assessment Criteria Design Quality and
Trends
Visual Communication Fabric Choices Brand Identity Positive/favorable
Reviews – reviews identify strong design qualities and trending, strong visual
presentation, strong fabric choices that are functional and have aesthetic merit, and define a brand identify to the student designer
All 7 students were given positive reviews on design quality and designs trendsetting. Two students work was called out for being edgy and exciting. One was favorably critiqued for taking on an older target market of women and designing trendy styles for this market
All 7 students were given positive reviews about their presentation skills. One student’s illustrations were called out as very strong and dynamic.
6 students were given positive reviews about the fabric choices for both functional qualities and aesthetic merits. 2 student’s fabric selection were given a very favorable review for being inventive and dynamic in both the color and texture qualities.
All seven students were given positive feedback on their portfolio of work defined a design brand. Several were highly acclaimed for their brand development -free, spirited designs for young women
- trendy clothes for the older, professional woman - dynamic and edgy clothing for men
Negative/unfavorable Reviews – reviews identify potential design flaws and not
trendsetting, not fully communicating the design visually, fabric choices lack functional and/or aesthetic merit , and lacks a brand identity.
None
.
None One students review of
fabrics was questioned for the functional quality
