Bachelor of Arts in Interior Design

Associated Assessment Criteria for Exit Level Outcome 1:

• Ability to solve defined problems, routine and new problems displayed.
• Innovative solutions based on applicable evidence and practices presented.
• Suitable technology in Design solutions correctly identified and introduced.

Associated Assessment Criteria for Exit Level Outcome 2:

• Appropriate Interior Design principles, theories and statutory regulations integrated in Design solutions.
• Project communicated accurately and coherently in writing, verbally, or through a practical demonstration.
• Correct understanding of conventions pertaining to intellectual property, copyright, and plagiarism applied.

Associated Assessment Criteria for Exit Level Outcome 3:

• Ability to operate in a range of familiar and new contexts when assembling construction details displayed.
• Accurate understanding of different systems, their constituent parts, and relationships between these parts demonstrated.
• Execution of project adhering to accepted professional standards and statutory regulations.

Associated Assessment Criteria for Exit Level Outcome 4:

• Standard methods, procedures, building regulations, and/or techniques relevant to the construction of the project correctly selected and applied.
• Ability to act in accordance with prescribed organisational and professional ethical codes of conduct, values, and practices displayed.

Associated Assessment Criteria for Exit Level Outcome 5:

• Correct understanding of how knowledge develops or evolves with reference to appropriate historical and design precedents reflected.
• Research conventions correctly and consistently observed and included.
• Project executed with a correct understanding of an appropriate theoretical position addressing human and built environment imperatives.

Integrated Assessment:

• Formative and summative modes of assessment used for measuring progress.
• Results of assessments communicated timeously to learners for continuous feedback.
• Assessor continuously monitors learner progress to ensure minimum competencies and outcomes are achieved.
• First year learners receive greater support and guidance, while third year learners are expected to work more independently after consolidating learning from modules.

Learning Path:

• First Year: Greater support and guidance, focusing on foundational modules.
• Third Year: Consolidation of learning from modules like Interior Design Communication Technology and Building Services and Materials, with an expectation of increased independence in work.