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The deadline for the academic year 2013-2014 has passed.
Students' Professional Development is assessed and tracked through Practice Assessments, which occur at regular intervals throughout their degree programs. Practice Assessments are in two main categories: Foundation and One-on-One. To find out when a program requires you to come in for a Practice Assessment, see Skill Level and Hours.
[applies to all programs, except MDS and Distance tracks]
The Foundation Assessment is the first moment in which a student is introduced to the Practice Assessment process. This Practice Assessment is incorporated into the FND2003: Community Practice course. Students meet with their course instructor at the end of the semester where they are interviewed, and the student's Skill Level is then determined. The goal of the Foundation Assessment is to get students familiar with the Practice Assessment process. It is an opportunity for the instructor to provide students with suggestions to prepare for future assessments, give career guidance and advising, and discuss the student's short-term and long-term Professional Development goals.
At the end of the Foundation Assessment, the instructor provides the student with a copy of his or her Student Learning Contract [SLC], which shows the student's newly assigned Skill Level. Following the Foundation Assessment, students also receive via email their Evaluation Form from the instructor, documenting written feedback and any required 'Next Steps'.
Preparing for your Foundation Practice Assessment
Students will learn during class time in FND2003: Community Practice what they are required to prepare and bring to their Foundation Assessment.
Scheduling for your Foundation Practice Assessment
Students will learn how to schedule their Foundation Assessment in FND2003: Community Practice during their class time.
The One-on-One (Regular) Practice Assessment forms the backbone in which students engage in their Professional Development within their study program. Practice Examiners, who are all practicing design professionals, meet with students and assess a student's Professional Development through: 1. interview questions, 2. a portfolio, 3. supervisor feedback, and 4. Program Student Learning Contract. Based on that evidence the Examiner then assigns a Skill Level. Examiners also help students develop a strategy for their next steps at work, teach them how to become better advocates for their own learning, and provide verbal and written feedback to the student.
Preparing for One-on-One/Regular Practice Assessments
Students can look at the following forms to see the categories in which they will be assessed.
1. Evaluation Form: Qualitative information collected by the Examiners and quantitatively ranked.
2. Program Student Learning Contract: 'Beginner', 'Intermediate', or 'Advanced' knowledge-base and skill set categories which are ranked by a quantitative point system. Point ranges are tied to Skill Level.
- Architecture SLC
- Interior Design SLC
- Landscape Architecture SLC
- BDS "Old Curriculum" SLCs [Architectural Technology, Theory and Criticism, Historic Preservation, Sustainability, and Architectural Computing]
3. Skill Level Definitions: a guideline that defines and describes Beginner, Intermediate, and Advanced Skill Levels.
Students must bring the following to their Assessment:
1. Practice Portfolio: Includes the reflective essay, self-assessment, and resume. The student can either:
- Download this template [InDesign Template]. [If you are using an earlier and incompatible version of InDesign, download the PDF.] Update and use it as the Practice Portfolio if it is your first assessment outside of the Community Practice course. The Portfolio must include essays, resume, and self-assessment; otherwise, your Practice Assessment will be considered incomplete. OR
- Design your own Practice Portfolio. Students can design their own layout if they feel it reflects their work in a more positive light. [Note: Print a color copy or save a digital copy of the portfolio template above. Read the questions and context, highlighted in red, and answer those questions in your portfolio. Otherwise, the portfolio may be considered incomplete.]
- Bring one bound hard copy, and one digital copy [on CD or a flash drive] of your new Practice Portfolio.
- Note: The Examiner is looking for rich design process, not just a final digital picture with a caption. They want to know more about what analytical skills were used and how these skills were graphically represented. This is no different than an Academic Portfolio, or a Professional Portfolio.
2. Supervisor Assessment: Download, send to your supervisor to fill out, and bring the digital copy with you. [PDF]
3. Last Practice Assessment Portfolio, or Last Segment I / Segment II Portfolio Review Portfolio: If it has been over a year since you had a Practice Assessment, bring either your last Practice Assessment Portfolio, or your last Segment I/Segment II Portfolio Review Portfolio in a digital copy [on CD or a flash drive]. This information will assist the Examiner in converting the information from the "old" Student Learning Contract to the "new" Student Learning Contract.
4. Sketchbook and/or a Set of Construction Drawings: [Optional] if the student thinks this will assist the Examiner in assessing his or her work.
There are five  possible evaluation outcomes when the Practice Assessment is complete. [See PDF of Evaluation Form.]
1. Progress with Distinction: Student has shown exceptional progress through evidence of learning, and direct, profound connections between their academic and practice work. These students are eligible for Practice Department awards.
2. Progress - Approved for Segment I/Segment II or Graduation: Student has satisfactorily completed the Practice requirements of his or her program in order to either sit for Segment I/Segment II Portfolio Review, or graduate.
3. Progress - Insufficient for Segment I/Segment II or Graduation: Student has progressed in his or her Practice requirements of the program, but has not progressed enough to either sit for Segment I/Segment II Portfolio Review, or graduate.
a. Ex: A student just started a new job. Even though s/he has shown evidence in the portfolio of new experiences, the work is not enough to reach the Skill Level required to sit for Segment I/Segment II Portfolio Review, or graduate.
b. Ex: An "old curriculum" student has never had a Practice Assessment. The student begins at a '0' rating. Based on experiences through his or her academic and professional work, s/he has progressed. However, the student does not reach a Skill Level required to sit for Segment I/Segment II Portfolio Review.
4. Incomplete: Student is missing a form [Supervisor Assessment, Resume, Essay, Self-Assessment, Hard Copy or Digitized Portfolio]. A Practice STOP is placed on the student's account until the missing items are handed in to Practice. If the missing items are not submitted at the agreed-upon time between the Examiner and the student, the student will not be able to register for classes or sit for Segment I/Segment II Portfolio or Graduation.
5. No Progress: Student did not show sufficient evidence to warrant a higher Skill Level than the previous assessment, or student did not show up for Practice Assessment appointment.
a. These students require a Contract for Educational Progress [CEP]. A Practice STOP is placed on the student's account until the student makes an appointment with Practice staff and the CEP is filled out and signed by the student. If the CEP is not completed, the student will not be able to register for classes or sit for a Segment I/Segment II Portfolio Review, or graduate.
Contract for Education Progress [CEP]
Satisfactory Educational Progress is determined at a student's Practice Assessment. A student must accrue a minimum required number of Practice Hours and Skill Level during each segment of his or her education. If a student does not meet these requirements at the time of the Practice Assessment, the outcome of the Assessment will be No Progress, and s/he will be placed on academic probation. Educational sanctions and registration limits can be imposed on students who do not make sufficient educational progress in Practice.
A student on Practice Probation must sign a Probation Contract, also known as a Contract for Education Progress [CEP]. This is a formal document that lays out a plan to help the student improve Practice performance. It is completed by a Practice Advisor in consultation with the student and lists a series of criteria/terms that the student must meet within the given semester.