Associated Assessment Criteria for Exit Level Outcome 1:
The context of simple design problems is investigated and researched.
Different visual thinking tools (such as mind-mapping and sketching) are used to shape design problems.
> A range of creative techniques (such as brainstorming and lateral thinking) are employed to generate multiple design concepts.
Original and innovative design solutions that reflect an appropriate use of the design elements and principles are generated.
Appropriate materials, production techniques and processes required to implement design proposals are investigated.
The design process is reflected upon and proposed design solutions are evaluated.

Associated Assessment Criteria for Exit Level Outcome 2:
A wide range of drawing techniques are employed in order to produce observational drawings, create images and express concepts.
A variety of media is used to represent 2 and 3 dimensional design concepts (for example, painting, pen and ink, digital techniques, Marquette).
Different types of visualisation methods (such as graphs, diagrams, models, collage) are used to communicate information visually.

Associated Assessment Criteria for Exit Level Outcome 3:
The milestones / deadlines in a project’s lifespan (such as briefing, research, ideation, presentation, feedback, and final presentation) are adhered to.
Steady and regular progress in the completion of design solutions is shown.
Appropriate use of resources (such as teaching material, recommended references, the library, and expert advice) are sought and made.

Associated Assessment Criteria for Exit Level Outcome 4:
The design and visual culture theory is understood and appropriate vocabularies are used correctly.
Design examples are analysed and interpreted in relation to a range of social, cultural, technological and historical contexts.
Design examples are evaluated and critiqued according to function, aesthetic, context and resolution.
Critical reflections on the ways in which design can be used to challenge or reinforce social, cultural, environmental and ethical issues are explained.

Integrated Assessment:
In accordance with the institution’s Assessment Policy, assessments integrate knowledge, skills, attitudes, which comprise the applied competence. Assessments will include both formative and summative assessment.

The learners’ projects will be marked throughout the year for formative and continuous assessment. They will then be required to resubmit a portfolio of all their work at mid-year and end-of year for summative assessment which will be assessed.