| 
Site analysis assessment | Design
development assessment | Presentation assessment
| Street collage assessment
Assessment criteria
This assessment strategy is designed to provide targets
by which to measure the students’ performance. It
takes account of learning outcomes and requirements for
students to demonstrate their understanding of urban design
qualities and how they apply to the creation of the built
form.
Learning outcomes and outputs generated in this package
are:
- development of a site analysis
- production of alternative site design strategies
- presentations
- development of a Street Collage design.
Note that the performance descriptions are drawn up to
assist teachers in identifying individual levels of response
and may not, in themselves, constitute grades. However,
students should be familiar with and understand the assessment
requirements. Learning unit outputs may be developed by
students alone or in conjunction with other students.
Site analysis assessment
From the walkabout of the selected site students produce
an analysis of their findings. The analysis is expected
to identify the urban design qualities as they relate to
the investigated site. From data they collect students are
encouraged to explain their observations and interpret patterns
and interrelationships they identify. Data collection should
be predominantly primary with supporting secondary where
appropriate, and must be students’ own work. In this
section marks are awarded for the depth and breadth of observations,
analytical comments, and interpretation of data collected.
The analysis should include the following aspects:
- paths, roads and streets
- transport systems and patterns
- levels of usage: pedestrian flows; traffic flows; compatibilities
and conflicts
- parking provisions
- key links to surrounding areas: vehicular and pedestrian
- activities
- plots and blocks sizes and distances
- patterns of building and land use
- levels of compatibility
- active/non-active edges
- number of buildings in a block
- character of existing buildings
- building vacancy rate
- open space, character and use
- views in and out of site
- key nodes and types of activities
- key landmark buildings and features
- conservation area status/sites of special interest
- perceptions of safety
- micro-climate conditions
- topographical characteristics
- trees, plants and shrubs
- street amenities: furniture; lighting.
This can be used as a checklist for evaluating student
work.
Site Analysis Performance Chart
How well is learning
outcome demonstrated? |
PERFORMANCE DESCRIPTION |
| BEST
POSSIBLE |
- Student follows a systematic approach collecting
relevant data to meet the aims of the investigation,
making a range of observations. Quantitative and
qualitative data is collected using a range of appropriate
techniques.
- Student produces an effective, coherent and independent
analysis and interpretation of data collected that
is directly related to the aims of the investigation.
All significant interrelationships and patterns
are identified and developed.
- 80% of items on the site analysis checklist are
covered.
- Where group data collection forms part of the
enquiry, there is clear evidence of individual analysis.
|
| GOOD |
- The student makes accurate observations and measurements
using organised data collection methods.
- The student produces some independent analysis
and interpretation, referring to the aims of the
investigation, using most of the data collected.
A number of interrelationships and patterns are
identified and commented on.
- 70% of the items on the site analysis checklist
are covered.
- Where group data collection forms part of the
enquiry, there is some evidence of individual analysis.
|
| FAIR |
- The student collects a narrow range of data with
a few accurate observations.
- The student makes some relevant analytical points,
establishing a link with the aims of the enquiry,
and referring to much of the data collected. Some
interrelationships and patterns are noted. The student
may require some assistance or guidance with this
area of the analysis.
- 60% of the items on the site analysis checklist
are covered.
- There is no clear evidence of individual analysis.
|
| PASS |
- The student shows a limited ability to make observations
and complete data collection. Student may require
much assistance with data collection.
- The student describes what the collected data
shows. Much assistance is needed to identify some
interrelationships and patterns. The link between
any analytical points and the aims of the enquiry
is weak.
- 50% of the items on the site analysis checklist
are covered.
|
| FAIL |
- The student shows no ability to make observation
and requires much assistance to collect data.
- The student's attempt to analyse or interpret
data is incomplete. With much assistance no interrelationships
and patterns are identified.
- Fewer than 50% of the items on the site analysis
checklist are covered.
|
back to the top
Design development assessment
The students are expected to demonstrate knowledge, understanding
and skills learned by producing design recommendations for
the investigated site. Recommendations they make should
respond to observations made in their site analysis, and
should also meet the aim of any site brief created. In the
package’s Westgate sample case study a site brief
was developed by Oxford City Council. Design recommendations
should include an explanation, diagrams, illustrations or
any other visual means which help to articulate the design
intent. This section awards marks for depth and imagination
in the design of the recommendations as well as including
the urban design qualities and meeting the aims of the site
brief.
Design recommendations should reflect the characteristics
of the five urban design qualities explained and recommended
in these materials.
- Permeability: the design should integrate the site
with surrounding areas for both pedestrians and vehicles
as well as provide maximum choice of movement throughout.
- Vitality: the design should create safe active and
comfortable places.
- Variety: the design should create a place which provides
a balanced mix of uses meeting the needs of the users.
- Legibility: the design should create a place which
has a clear image and is easy to understand.
- Robustness: the design should create a place which
can be used for many different purposes by different people
and can change and adapt for different uses.
Design recommendations should include the specific requirements
of the site brief. In the case of the Westgate brief these
are:
- to produce a new development that, in urban design terms,
improves the relationship of this site to the city centre
- the siting, massing and design of the proposed development
needs to relate properly to the surrounding area, and
should be of a high design standard (it can be contemporary
and make an architectural statement)
- the new development should represent a significant improvement
to the architectural appearance of the area, and enhance
its setting in relation to the Conservation Area
- the development should improve the accessibility of
this site to the city centre by all forms of transport,
including greater pedestrian access
- the development should comprise principally additional
retail accommodation, but could include other complementary
uses such as residential, food and drink, employment (offices)
- the new building should include a shopping mall which
provides an attractive area to shop in
- the development should positively improve the appearance
of the area and respect the important views into the city
centre.
The new proposal should make the best and most efficient
use of the site given its important city centre location.
Urban land is a valuable and scarce resource and therefore
must be used to its maximum potential.
Design Development Performance Chart
How well is learning
outcome demonstrated? |
PERFORMANCE DESCRIPTION |
| BEST
POSSIBLE |
- The student produces original, creative, and imaginative
recommendations which maximise the analytical observations
and meet the aims of the investigation.
- All five of the urban design qualities are incorporated
into the design recommendations.
- 80% of the site brief’s requirements are
incorporated into the design recommendations.
|
| GOOD |
- The student produces a wide range of appropriate
recommendations which meet many of the aims established
from the site analysis.
- Most of the urban design qualities are incorporated
into the design recommendations.
- 70% of the site brief’s requirements are
incorporated into the design recommendations.
|
| FAIR |
- The student produce some meaningful recommendations
gleaned from the analytical observations. The student
may require some assistance.
- Some of the design qualities are incorporated
into the design recommendations.
- 60% of the site brief’s requirements are
incorporated into the design recommendations.
|
| PASS |
- The student produces a few recommendations which
shows some knowledge and understanding of the urban
design qualities. Much assistance is needed to develop
ideas and recommendations
- A few of the urban design qualities are incorporated
in the design recommendation.
- 50% of the site brief’s requirements are
incorporated into the design recommendations.
|
| FAIL |
- The student produces recommendations which are
inappropriate and do not incorporate any urban design
qualities.
- Fewer than 50% of the site brief’s requirements
are incorporated into the design recommendations.
|
back to the top
Presentation assessment
The students are required to develop and execute a final
presentation using appropriate presentation techniques to
communicate clearly their findings and design intent for
the investigated site. Each group member should have an
active role in the presentation.
This section awards marks for:
- choice of a variety of appropriate presentation techniques
- skills demonstrated in the presentation of the data/material
relevant to the site investigation and design recommendation
(this includes use of appropriate computer packages to
illustrate specific points)
- quality of graphic material for the presentation
- organization and clarity of presentation.
Presentation Performance Chart
How well is learning
outcome demonstrated? |
PERFORMANCE DESCRIPTION |
| BEST
POSSIBLE |
- The student selects an appropriate and varied
range of presentation techniques which may include
computer generated material. They are executed accurately
and with clarity. All material is suitably labelled
and annotated.
- The presentation is executed in a well-organized
manner and within the time limit.
- A good range of appropriate design terminology
is used, and there are few, if any, errors in grammar,
punctuation, or spelling.
|
| GOOD |
- The student selects and uses appropriate presentation
techniques, all of which are competently executed.
All material is clearly labelled.
- The material is presented in a clear way and
within the time limit.
- Appropriate terminology is often used, but there
may be occasional errors in grammar, punctuation,
and spelling.
|
| FAIR |
- The student selects and uses a limited range of
straightforward techniques, most of which are appropriate.
There is sufficient labelling of material. The student
may require some assistance.
- The presentation is neatly executed but may run
longer than the time limit.
- Appropriate terminology is sometimes used, but
there are some errors in grammar, punctuation and
spelling.
|
| PASS |
- Simple techniques are used, some of which are
appropriate. The student may rely on one or two
methods. Labels may be incomplete. The student may
require much assistance in organising information
for presentation.
- Appropriate terminology is used in a few places,
and there are noticeable errors in grammar, punctuation
and spelling.
|
| FAIL |
- The student uses inappropriate techniques which
do not present the material clearly.
- The presentation is disorganised and there are
intrusive errors in grammar, punctuation and spelling.
|
back to the top
The street collage assessment
In this section students produce an elevation or street
scene, choosing activities and building functions suggested
in their site-design recommendations. While creating the
street, they also suggest uses for buildings behind the
collective street frontage. The collage is marked for compatibility
of buildings in relation to each other and to the surrounding
area, and the appropriateness of building uses and how they
reflect the design intent.
Street Collage Performance Chart
How well is learning
outcome demonstrated? |
PERFORMANCE DESCRIPTION |
| BEST
POSSIBLE |
- The student produces a creative and comprehensive
development which articulates the main design intent
and reflects urban design qualities.
- The collage indicates uses beyond the street
frontage while adding street amenities.
- The proposed street frontage complements the
surrounding area and also enhances the existing
area.
|
| GOOD/FAIR |
- The student produces a thoughtful and balanced
street face which reflects urban design qualities.
- The proposed street face complements the existing
area.
|
| PASS |
- The student’s proposed street face lacks
continuity, but the work shows some knowledge and
understanding of the urban design qualities.
|
| FAIL |
- The student’s proposed street shows no continuity
or relationship to the surrounding area, and fails
to show evidence of student’s understanding
of key urban design qualities.
|
back to the top
|
