V.T209

Redesign—Make it Bad, Then Make it Better

Redesign—Make it Bad, Then Make it Better

Each student will select and cut out of a magazine a picture of a designed object from everyday life. Each student will paste the picture into his or her Student Booklet and then redesign it in two different ways. Three assessment questions will ask students to explain how different design choices can be good or bad ideas as they relate to the object’s intended everyday use.

This item has been voluntarily field-tested by Michigan teachers with a non-representative sample of students.


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
  • Bad Redesign Drawing

    Creativity and Content

  • Good Redesign Drawing

    Creativity and Content

  • Assessment Question 2

  • Assessment Question 3

  • Assessment Question 4

  • 1
  • 2
  • 3
  • The chosen everyday object remained drawn the same. Little was reimagined or redesigned.

    N/A at this time.
  • The student changed the everyday object a bit and made it slightly impractical, unappealing and/or harder to use.

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  • The student thoughtfully changed the chosen everyday object and transformed it into something impractical, unappealing, and/or harder to use. The student recognized the object’s intended use and successful design attributes and redesigned against them.

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  • The chosen everyday object remained drawn the same. Little was reimagined or redesigned.

    N/A at this time.
  • The student changed the everyday object a bit and made it slightly improved, more appealing, and/or more useful.

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  • The student thoughtfully changed the chosen everyday object and transformed it into something improved, more appealing, and/or more useful. The student recognized the object’s intended use and designed additional successful attributes.

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  • The student’s response was unclear or incomplete.

    N/A at this time.
  • The student correctly names the common object and somewhat explains the object’s current relationship to everyday life.

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  • The student correctly explains the current relationship of the object to everyday life.

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  • The student’s response was unclear or incomplete.

    N/A at this time.
  • The student somewhat explains how the bad design interferes with the object’s relationship to everyday life.

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  • The student explained how the bad redesign interferes with the object’s essential relationship to everyday life.

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  • The student’s response was unclear or incomplete.

    N/A at this time.
  • The student somewhat explains how the good design improves the object’s relationship to everyday life.

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  • The student explained how the good redesign improves the object’s essential relationship to everyday life.

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