Aim: Design is a challenging process in which knowledge, skill, sophistication and creativity are kneaded with awareness and inspiration; and expressed through an artistic presentation. Basic design course has a specific education formation thus students have difficulty in understanding and making sense of it. Transforming intangible knowledge based on design fundamentals into tangible products by interpreting, is a new experience. Besides, the criticisms made during the evaluation session cause them to perceive themselves as unsuccessful. At this point, the evaluation session should be understandable and encouraging the students. The products also contain evaluation difficulties for the instructors; they contain unique interpretation of each student. Although there are studies on creativity and design in the literature, studies on evaluation are not frequently encountered. Method: Is there an absolute truth in design phenomenon? What should be considered when evaluating design products? Does the evaluation differ when instructors change? To what extend the design products are open to comment? In order to answer these questions, a qualitative and quantitative evaluation method including questionnaire and visual evaluation of students, instructor and third parties was recommended and experienced in this study. Results: Students were asked to make a city description which was related to a literary text. The interpretation diversity has been presented through different products. Conclusion: The results indicated that the products are open to comment as an entirety but not open in terms of having the basic design fundamentals. An evaluation approach is presented for both students and instructors within this study.
Keywords: Basic Design Education, Critique, Evaluation Method, Interpretation, Invisible Cities