V.E413

Dream House Design

Dream House Design

Students will design a dream house through a series of quick sketches. They are asked to address the practical functions of a house, as well as “quality of life” features, such as activity spaces and exciting or attractive design features.

This assessment has three parts to it:
o Part 1–Assessment Questions
o Part 2–Dream House Design

This item has not been field tested by Michigan teachers.


This is an analytic rubric. The column on the left shows the dimension that is being measured in the student’s performance. The levels across the top row indicate the performance level in the dimensions. Occasionally all dimensions and performance levels are exemplified by multiple students in a single recording.

Teacher Scoring Rubric

  • Dimension
  • Creativity (Form)

    Apply the creative process to problem solve with insight and reason.

  • Design Solutions (Function)

    All parameters of problem are considered. Practical considerations of everyday living are addressed: sleeping areas, bathrooms, dining areas, lighting, movement, doors, hallways, and ergonomic layout.

  • Planning

    Documents show a complete vision in multiple views and forms for a viable solution to problem.

  • 1
  • 2
  • 3
  • 4
  • The student’s ideas lack creativity.
    Very few new ideas; re-hash of conventional thinking; ideas clichéd. Unable to take a risk.

    N/A at this time.
  • The student’s ideas are somewhat creative. Some new ideas are generated.
    Follows typical or conventional styles and plans of houses. All spaces are geometric shapes, i.e., squares and rectangles.
    Rarely takes a risk.

    N/A at this time.
  • The student’s ideas are creative.
    Recognizes conventional thinking and comes up with some alternatives. Some consideration of unusual geometric space shapes, or some use of organic space shapes. Takes some risks in form, style, and/or content. Includes a few “quality of life” features.

    N/A at this time.
  • The student’s ideas are unusually creative.
    Recognizes conventional thinking and comes up with many alternatives.
    Unusual use of shape includes significant use of organic shape, not solely geometric shapes. Includes a large number of innovative or “quality of life” features beyond the practical functions. Takes risks in form, style, and/or content.

    N/A at this time.
  • Less than two practical functions of the house are considered. Layout is mostly awkward or ill-conceived for everyday use, such as no bathroom near bedrooms, kitchen too near bedroom, noisy areas near sleeping areas, etc.

    N/A at this time.
  • Less than four practical functions of the house are considered. Layout is significantly awkward or ill-conceived for everyday use, such as no bathroom near bedrooms, kitchen too near bedroom, noisy areas near sleeping areas, etc.

    N/A at this time.
  • Four or five practical functions of the house are addressed, including essential features of bathrooms, sleeping areas, and kitchen area. Most features are well planned for practical considerations.

    N/A at this time.
  • A significant number (six or more) of practical functions of the house are addressed, such as windows, doors, and furnishings. Includes incorporation of landscape features and others, such as access by car or walking, bathrooms, kitchen, and dining, and sleeping areas. All features are well planned for practical considerations.

    N/A at this time.
  • Single view of the house; minimal or no landscape features.

    N/A at this time.
  • Two views of the house; minimal or no landscape features.

    N/A at this time.
  • Three views of the house; most spaces clearly labeled; minimal or no landscape features.

    N/A at this time.
  • Multiple views and forms are used (three or more views of house); all spaces clearly labeled; includes multiple landscape or other contextual features.

    N/A at this time.
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