ASSESSMENT 1 BRIEF
Subject Code and Title DTE401: Design Thinking
Assessment Reflection
Individual/Group Individual
Length 1000 words equivalent (±10%)
Learning Outcomes The Subject Learning Outcomes demonstrated by successful completion of the task below include:
a) Articulate and apply the concepts and processes of Design Thinking.
b) Identify and evaluate complex problems in a professional context.
c) Analyse and critique own capacities and dispositions in relation to processes of innovation.
d) Apply high-level research and communication skills to investigate, synthesise, and analyse information from multiple perspectives (including users and scholarship).
Submission By 11:55 pm AEST/AEDT Sunday at the end of Module 2.1
Weighting 20%
Total Marks 100 marks
Assessment Task
Critically reflect on experiences of innovation and creativity in relation to the content and process of this subject.
Please refer to the Instructions for details on how to complete this task.
Context
This assessment task requires you to apply your critical and reflective practitioner skills. You will draw on experiences/knowledge about creativity and innovation from your professional context, and the professional contexts of others, to frame your learning within this subject and to consider the implications of your learning for your practice. This task enables you to establish connections between the design thinking process you undertake in this subject and the broader context of your profession.
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Instructions
To complete this assessment task, you must create a 1000-word equivalent reflection, connecting the design thinking process with experiences of innovation and creativity relating to your professional context and the professional contexts of others.
Consider the following elements:
• Knowledge of the design thinking process in Module 1:
o You should read widely (including scholarly and non-scholarly sources) and incorporate this reading into your discussion. In your reflection, you should explicitly reference resources consulted and activities undertaken in the subject.
• Apply the skills of reflective thinking and reflective writing outlined in the Academic Skills webpage.
• Format and Structure:
o Part 1: A brief explanation of each of the five stages of the design thinking process (texts written in academic language and/or visuals), using in-text citations
o Part 2: Critical reflection (written in first person) on an experience of innovation and creativity relating to your professional context based on the key questions listed in the table below.
o Part 3: Critical reflection on an experience of innovation and creativity relating to a professional context beyond your own, which you can gain from relevant literature (using in-text citations) based on the key questions listed in the table below.
Key questions
• What happened?
• What were the key challenges or ingredients?
• Who was involved?
• What was the most important/interesting aspect of the event(s)?
• How can you use the design thinking process to explain what happened?
• What disposition is required?
• Through this reflection, what have you learned to indicate your potential to engage with this innovation process?
• Your submission will be assessed against the following criteria as detailed in the marking rubric on pages 5–9 of this assessment brief:
o Knowledge of design thinking concepts and process.
o Understanding of complex problems within a range of professional contexts. o Depth and analysis of reflection.
o Clarity of communication and integration of ideas (including spelling, punctuation and grammar).
o Citation and referencing according to APA 7th conventions.
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Referencing
You must use the APA 7th referencing style for this assessment. Please see more information on referencing in the Academic Skills webpage.
Submission Instructions
You have two submission options for this assessment:
• Option A: Submit a 1000-word Written Reflection and a List of References. The List of References is not included in the word count.
• Option B: Submit a 7–8-minute Reflective Video Presentation, showing your face and slides in the video (using in-text citations wherever possible). You also need to submit an accompanying List of References in a separate document.
Please ensure that your Written Reflection or Reflective Video Presentation addresses the Format and Structure as outlined on page 2 of this assessment brief.
Option A: Written Reflection
Submit your Written Reflection via the Assessment link in the main navigation menu of DTE401: Design Thinking in Blackboard.
Note:
Please ensure that you have attached all components of Assessment 1 (the Written Reflection and List of References in ONE (1) document) to the Assessment 1 submission point before clicking on the Submit button.
If you want to include Appendix items in your submission, you can save them in a separate document. Please remember to attach this additional document to the Assessment 1 submission point before clicking the Submit button.
Option B: Reflective Video Presentation
Submit your Reflective Video Presentation by clicking on the red Upload button to drag or upload your mp4 file via the Assessment 1 submission point provided in the Assessments area of DTE401: Design Thinking in My Learn.
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Please ensure that you have attached all components of Assessment 1 (the Reflective Video Presentation and List of References in a separate document) to the Assessment 1 submission point before clicking on the Submit button.
If you want to include Appendix items in your submission, you can save them in a separate document. Please remember to attach this additional document to the Assessment 1 submission point before clicking the Submit button.
Learning Facilitator Feedback
The Learning Facilitator will provide feedback via the Grade Centre in My Learn. Feedback can be viewed in the My Marks section of DTE401: Design Thinking.
Academic Integrity
All students are responsible for ensuring that all work submitted is their own and is appropriately referenced and academically written according to the Academic Writing Guide. Students also need to have read and be aware of Torrens University Australia Academic Integrity Policy and Procedure and subsequent penalties for academic misconduct. These are viewable online.
Students must also keep a copy of all submitted materials and any assessment drafts.
Special Consideration
To apply for special consideration for a modification to an assessment or exam due to unexpected or extenuating circumstances, please consult the Assessment Policy for Higher Education Coursework and ELICOS and, if applicable to your circumstance, submit a completed Application for Assessment Special Consideration Form to your Learning Facilitator.
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Assessment Rubric
Assessment
Attributes Fail
(Yet to achieve minimum standard) 0–
49% Pass
(Functional) 50–64% Credit
(Proficient)
65–74% Distinction
(Advanced)
75–84% High Distinction
(Exceptional) 85–100%
Knowledge of design thinking concepts and processes
Total Percentage for this Assessment Attribute = 20% Demonstrates a limited knowledge of the design thinking process by:
● not meeting
minimum standard as outlined in the format and structure for this assessment
● providing limited or incomplete explanation of the design thinking process and the underlying concepts. Demonstrates a functional knowledge of the design thinking process by:
● describing the design thinking process and concepts, but further elaboration is required
● focusing on
strategies/tools without acknowledging overarching dispositions
● explaining the concepts underpinning the design thinking process, but further elaboration is required. Demonstrates proficient knowledge of the design thinking process by:
● clearly describing the design thinking process and concepts
● making connections between
strategies/tools and dispositions. Demonstrates advanced knowledge of the design thinking process by:
● clearly and consistently describing the design thinking process and concepts in depth
● clearly and consistently explaining the relationship between strategies/tools and dispositions in the achievement of insights in depth. Demonstrates exceptional knowledge of the design thinking process by:
● clearly, consistently, systematically and critically describing design thinking processes and concepts
● consistently and comprehensively explaining the relationship between processes experienced and the development of insight.
Understanding of complex problems within a range of professional contexts
Total Percentage for this Assessment Attribute = 30% Demonstrates a partially developed understanding of complex problems within own professional context and those of others by:
● not meeting minimum standard as outlined in the format and structure for this assessment
● articulating a limited or weak relation of innovation and creativity to complex problems in one’s own professional context and others. Demonstrates a functional understanding of complex problems within own professional context and those of others by:
● articulating minimally the relation of innovation and creativity to complex problems in one’s own professional context formed through experiences
● articulating minimally the relation of innovation and creativity to complex problems in the professional contexts of others gained from relevant literature
● making limited claims regarding issues or complexities within these contexts. Demonstrates proficient understanding of complex problems within own professional context and those of others by:
● articulating a thorough relation of innovation and creativity to one’s own professional context and those of others, including some awareness of the complexities of problems within these settings
● giving a detailed discussion of the conditions that may support or hinder innovation. Demonstrates advanced understanding of complex problems within own professional context and those of others by:
● articulating a highly developed relation of innovation and creativity to one’s own professional context and those of others, going beyond direct experience and showing a nuanced understanding of the factors influencing complex problems within these settings
● providing a highly developed discussion of the conditions that may support or hinder innovation. Demonstrates exceptional understanding of complex problems within own professional context and those of others by:
● articulating a wide range and sophisticated relation of innovation and creativity to professional contexts, both experienced and drawn from literature, that provide clear insights into the complexities of problems within these settings
● providing a sophisticated and compelling discussion of the conditions that may support or hinder innovation.
Depth and analysis of reflection
Total Percentage for this Assessment Attribute = 25% Demonstrates a partially developed analysis and reflection by:
● presenting
description (i.e.
recounting experience) with no attempt to analyse or draw meaning from this experience
● not attempting to move beyond own experience or to extend understanding through other positions or points of view. Demonstrates a functional analysis and reflection by:
● presenting description of experiences related to the topic and drawing out some key learnings
● focusing primarily on deepening understanding of own position or experience with limited analysis of positions/points of view of others beyond own context. Demonstrates proficient analysis and reflection by:
● presenting experiences related to the topic as a basis for identifying and discussing key developments in thinking about innovation
● acknowledging others’ points of view in contexts beyond one’s own. Demonstrates advanced
analysis and reflection by:
● drawing on past and current experiences to engage with abstract concepts relating to innovation and change
● articulating fundamental changes in disposition and knowledge, taking into account the complexities of the issue(s) and a range of other points of view gained from literature. Demonstrates exceptional analysis and reflection by:
● identifying developments in thinking and formulating conclusions and a substantial position regarding innovation in professional settings
● supporting this position with relevant experiences and insightful analysis of own and others’ points of view.
Clarity of communication and integration of ideas
Total Percentage for this Assessment Attribute = 15% Demonstrates a partially developed communication and integration of ideas by:
● repeatedly obscuring meaning through errors in the communication of ideas, including errors in structure, sequence, spelling, grammar, punctuation and/or the acknowledgement of sources
● rarely or inaccurately employing specialised language and terminology relating to design thinking. Demonstrates a functional communication and integration of ideas by:
● using a mode of communication that is generally coherent; expression that is usually clear, with persistent errors in spelling, punctuation or grammar
● generally employing specialised language and terminology relating to design thinking with accuracy. Demonstrates proficient communication and integration of ideas by:
● providing a precise meaning that is easy to follow; information, arguments and evidence are structured and sequenced clearly and logically
● communicating ideas with occasional minor errors in spelling, grammar and/or punctuation
● accurately employing specialised language and terminology relating to design thinking. Demonstrates advanced communication and integration of ideas by:
● engaging the
audience’s interest; information, arguments and evidence are structured and sequenced in a way that is clear and persuasive
● accurately employing a wide range of specialised language and terminology relating to design thinking
● ensuring spelling, grammar and punctuation are free from errors. Demonstrates exceptional communication and integration of ideas by:
● communicating
eloquently, expressing meaning coherently, concisely and creatively within the given format
● discerningly selecting and precisely employing a wide range of specialised language and terminology relating to design thinking
● engaging and
sustaining the audience’s interest
● outlining information, arguments and evidence that are insightful, persuasive
and expertly presented
● ensuring spelling, grammar and punctuation are free from errors.
Citation and referencing of key resources and evidence
Total Percentage for this Assessment Attribute = 10% Demonstrates a limited knowledge of citation and referencing of key resources and evidence by:
● the inconsistent use of good quality, credible and relevant resources to support and develop ideas
● omitting the references or not using APA 7th referencing style. Demonstrates a functional knowledge of citation and referencing of key resources and evidence by:
● using credible and relevant resources to support and develop ideas, but use is not always explicit or well- developed
● providing references in a format resembling APA
7th referencing style, with frequent or repeated errors. Demonstrates proficient knowledge of citation and referencing of key resources and evidence by:
● using credible resources to support and develop ideas
● providing references in a format resembling APA 7th referencing style, with occasional errors. Demonstrates advanced knowledge of citation and referencing of key resources and evidence by:
● using good quality, credible and relevant resources to support and develop arguments and statements
● showing a broad range of references sources within the organisation
● providing APA 7th
referencing that is free from errors. Demonstrates exceptional knowledge of citation and referencing of key resources and evidence by:
● demonstrating the use
of high-quality, credible and relevant resources to support and develop arguments and position statements
● showing a wide scope of references sources within and beyond the organisation
● providing APA 7th
referencing that is free from errors.
The following Subject Learning Outcomes are addressed in this assessment
SLO a) Articulate and apply the concepts and processes of Design Thinking.
SLO b) Identify and evaluate complex problems in a professional context.
SLO c) Analyse and critique own capacities and dispositions in relation to processes of innovation.
SLO d) Apply high-level research and communication skills to investigate, synthesise, and analyse information from multiple perspectives (including users and scholarship).
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