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Design Process

My Logo and Process

My initial direction when designing my logo and aesthetic for my project was to focus on visualizing the concept of authentic assessment. I thought through ideas that represented the destruction of traditional assessment and those that just represented creativity. Below you can see some of my initial examples. 

As I talked through my brainstormed concepts, I didn't feel I had a single idea I was fully happy with. None of them really seemed to represent the work I did. The feedback that helped me take a sharp turn was the thought that the heart of my project wasn't just about authentic assessment itself, but the depth of knowledge it can help students achieve.

​Focusing on the depth clicked, and I changed course. The diver came to fruition right away once my concept changed, and with some variation in text treatments, I was able to achieve a logo I was happy with. I carried the "deep dive" aesthetic throughout the rest of my project, and used a corresponding color pallet. 

About My Learners

The research for this study was conducted around two sections of a high school Anatomy course at ABLE Charter School. There were a total of 52 students across both classes who ranged from grade 10-12. 

ABLE Charter School is a K-12 public charter located in Stockton California, and operates in conjunction with Humphrey's University. ABLE's mission is to offer an inquiry based, student-centered learning environment. In conjunction with the school's mission, I set out to research a topic that contributed to a learner-centered model.

​ABLE's student body is fairly diverse with a majority of students (65%) identifying as Hispanic/Latino. The population is 80% socio-economically disadvantaged. There is also a high number of English Language Learners, which represent 17% of the school's population. 

The school is a 1:1 technology based school that operates on the Microsoft 365 platform. Each student in grades K-5 are equipped with an iPad, and students 6-12 are equipped with a laptop computer. All student curriculum is at least partially digitally accessible. Teachers utilize ViewSonic boards for instruction.

Current standardized performance data is currently not available as a result of gaps in testing years caused by the pandemic.

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Research

Support and Next Steps