CEED 2018 Exam Analysis

By Shaun D’Sa

The CEED 2018 examination followed the previous year’s pattern where it had two parts, A and B. The total exam was for 3 hours, Part A being 1 hour followed by Part B being 2 hours. Both sections will be discussed in detail below.

CEED 2018 Part A: It carried a total of 100 marks and was divided into five sections. The following table summarises it:

Part A Section	Number of Questions	Type of Questions	Marks for Each Correct Answer	Marks for Each Wrong answer	Marks for Each Question not Attempted	Total Marks for the Section
I	2	Numerical Answer type (NAT)	6	0	0	12
II	6	Numerical Answer type (NAT)	3	0	0	18
III	2	Multiple Select Questions (MSQ)	4	0	0	8
IV	6	Multiple Select Questions (MSQ)	2	0	0	12
V	25	Multiple Choice Questions (MCQ)	2	-0.6	0	50

The NAT Section had a mixture of counting and logic related questions. 5 of the 8 questions were mainly from the counting genres - counting surfaces in a complex 3D object, 2D patterns and English words in a given sequence of alphabets. The other 3 questions were logic based questions, one on coding-decoding, the second on a colour theory based question on Hue for yellow and the third on a given chess board related puzzle, where the minimum number of moves required to capture all the pawns on a chess board by a knight. For this question, the candidates did have to spend time in figuring out the minimum moves and second guessing would have been risky since there were no options given. But on spending some quality time, the answer could be found out, since the weightage in the NAT section per question was relatively higher as compared to other sections and also this section does not carry negative markings, thereby enabling the candidates to take a chance if they are in doubt. The questions were fairly simple and wouldn't take a lot of time to solve unless a student was not reasonably practiced. 

The MSQ section is generally regarded as the most confusing and the most time consuming section of all. But as compared to last year, the questions were again comparatively simpler. The question genres were from statement conclusions, statement recommendation and implications and a few logical questions. Here the students were required to thoroughly understand the context of the given paragraphs/ statements and find out the possible options. Since it’s an MSQ section, there could be more than one or two correct options. For example, there was a question which said “It is recommended to keep an automobile’s petrol tank full or nearly full at all times. Which of the options could be the reason(s) for this recommendation?” To answer such questions, the candidates had to be aware of everyday happenings and had to have some knowledge on fundamental science. The questions are framed in such a way that it tests the candidate’s power of observation on everyday tasks and tests their decision making skills.

The MCQ Section again had the regular mix of topics like observational skill, multiple view selection, paper cutting, art movement and history, fonts, animation, pulleys, designers and logos. Once again, the range of questions asked here were simple and those with adequate reading of certain topics would have found this to be relatively straightforward with only one correct option to choose from. The initial few questions were asked based on non-verbal reasoning. For example, a cube was given with some patterns on it and the candidates were asked to find out the option which did not have the same pattern. There was also another question where the a paper cutting process was given and the candidates were asked to find out the resulting image. So, to get correct answer options, non-verbal reasoning based problems could be solved as a practice to get into the groove. Apart from that, questions like Art movements in chronological order, selecting the correct font and finding out the missing elements in the given animation sequences were also asked. Certain observation based questions like ‘choose the correct flag of Sri Lanka and find out the correct logo of Apple Computers’ were asked. As mentioned above, adequate reading based on the previous papers with good preparation should have helped. 

Generally the MCQ section is the easiest, because there is one correct answer in the 4 choices given, so it would make sense to start with this section. However, a student had to exercise caution, keeping in mind this section had negative marking of 0.6 per question. 

Most students found the paper to be easier as compared to the past CEED papers and were able to complete it on time. The paper pattern waver from the actual pattern and the type of questions were asked based on the syllabus published on official CEED website. 

Students going through all the previous years’ papers and reading a lot of topics based on the questions asked before helped prepare better. Also, the syllabus is published on the CEED website which gives them a hindsight as to the type of questions they can expect. Extensive practice in analytical reasoning, verbal and non-verbal reasoning definitely helped students finish the paper on time.

CEED 2018 Part B: The drawing section of the CEED test consisted of 8 questions in total. Questions numbered 1 to 5 were optional, each representing a discipline in design. Here the students had to choose from any one of the first 5 questions and answer it for 50 marks. The next 3 questions numbered 6, 7 and 8 having marks of 20, 20, and 10 respectively were compulsory for all students. Therefore, out of 8 questions given in the paper, a student in total had to answer 4 questions for 100 marks. 

Let us discuss the first question for 50 marks. Here, all the 5 discipline choices were quite elaborate and the outcome expected was quite detailed. Since the students had 2 hours for the drawing part of the exam, a full 1 hour could have been spent for the 1st question. The choices given were for,

1. Industrial Design
2. Communication Design
3. Animation Design
4. Interaction Design
5. Mobility and Vehicle design

Choice 1: Industrial Design - The context and user was well defined, in which a right handed person had met with an accident and lost his right hand, and a daily regular task of opening a 500 ml milk pouch and pouring it into a utensil to heat the milk was challenging for him. Four steps of activities were defined which he had to carry out on a daily basis which were:

• Lifting and supporting the pouch
• Cutting the pouch
• Pouring the milk without spilling
• Discarding the empty pouch.

As an outcome the student was expected to design a product that would help aid the above with neat freehand sketches of the overall form and features, illustrate the user scenario, indicate the material and process used in manufacturing and write a note of not more than 100 words indicating the design decisions involved. 

The evaluation criteria for this questions was given as: user centric design considerations, feasibility and overall effectiveness of the design solution, appropriateness of materials to be used in the manufacturing, originality of concepts, attention to details, design sensitivity and aesthetics, quality of presentation. The student hardly had any time to really think too much about his or her design. Therefore, prior practice here is key and a variety of product design problem solving should be practiced by the student.

 Choice 2: Communication Design -  A new book had to be published. The title of the book was ‘The art of optical (visual) illusion’. The author, publisher, language, ISBN number, book dimensions, the context and content of the book had been clearly defined and the book had to be of paperback.

The student had to design, 

1. The front cover which would include the author's name and title
2. The spine of the book which would include the author's name, titles, publisher’s logo and name 
3. The back cover which would include the ISBN Number with barcode and a small paragraph with roughly 40 words. This paragraph was already given. 

The evaluation criteria for this questions was given as: Ability to understand the design brief, originality and creativity of ideas, clarity of thought, neatness and effectiveness of presentation, design sensitivity and attention to details.

Choice 3: Animation Design - An incident for an animation film for children was given, based on a relationship between a man and crow, in which a man was sitting on a table with tea and biscuits in a garden and the crow on a tree was eyeing the biscuits. When the man got distracted by a phone call and was pacing up and down, the crow tried to swoop in and snatch a biscuit. The man drove the crow away but felt sorry for the crow and threw a biscuit, where the crow flew in and caught it midair, and both were content. 

This question had to be answered in 2 parts, where the student had to illustrate a story board in at least 10 frames and design a poster for the film showing the 2 characters. Here, the evaluation criteria was : communication of the narrative through sequential pictures, shot composition (long shot, close up, top angle, low angle etc.) and perspective.

The second part of this question was to create a poster for the same animation film, which included the above characters and the style could be either realistic or stylised (abstract). The evaluation criteria for the second part of the question was: illustration skills, the attitude and the expressions and design of details in the characters.

Choice 4: Interaction Design - Here the problem was centred around the health of pregnant women in rural India. It was defined that each village would be assigned an ASHA worker who was trained and acted as monitors for pregnant women in their village. These trained women had smartphones in which data could be easily retrieved and monitored.

A scenario was given in which an ASHA worker was monitoring a pregnant woman in a village. She was able to retrieve the lady’s database and information and was able to enter her current weight, blood sugar and blood pressure. She then found out that her weight gain was not much and her blood sugar was high and the ASHA worker advised the pregnant lady to visit the nearest public health office at the earliest for consultation.

The student had to:

1. Add a step of their choice to the above scenario
2. Draw the information architecture that would support the scenario and indicate the steps above
3. Design four screens for the application in detail, detailing layouts, widgets, information graphics.
4. Design icons for the application such as age of fetus, weight, blood sugar, blood pressure, in icon sizes of 5 x 5 cms.

The evaluation criteria for the students here are: Originality, usability and appropriateness of the solution, the logic and flow in the architecture, ability to understand the needs and constraints of the users, quality of the presentation.  

Choice 5: Mobility and Vehicle Design - Here the problem defined was for a roadside bookseller who wanted to buy a 2 wheeler, which could serve two purposes. It would serve as a mobile book display kiosk and in the evenings or on the weekends it should serve as transport for his family. It should be able to:

• Travel from home to his workplace or crowded market
• Set up the kiosk for selling 100 books
• Store the books back and fold the kiosk back safely and securely
• Go out with family on the weekend

The students design solution should: 

• Identify with sketches at least five distinct factors essential in designing such a solution. 
• Draw a neat side elevation sketch of the proposed vehicle.
• Draw a neat freehand perspective sketch showing the overall form and its features.
• Highlight the design detailing and indicate suitable materials wherever necessary.

The evaluation criteria for this question was : design insights leading to novel ideas, concept exploration through good quality design sketches, presentation of the final concept through rendering, detailing and indication of appropriate materials used.

In conclusion to this first part of the paper, when we go through the evaluation criteria for each of these choices, 1 hours is quite a challenge even for a trained designer. It is quite clear that they expect candidates to think quick. They should be able to comprehend a lot of information, critically think about them, quickly ideate valid concepts and represent them through good quality design sketches in 1 hour. This is quite a tall order, so the student had better be well practiced to answer this question in the given time. 

One thing good is that all questions are clearly explained, with evaluation criteria clearly defined, this can help the student to understand the question carefully and be smart on how they structure their answers. 

Now we shall discuss the latter 50 marks of the paper. The three questions in this part were compulsory. They are as follows. 

Question 6: It was a pure test for the students sketching skills with a bit of imagination. Here in a 10 x 10 ft room, there is a 5 x 4 ft table. On this table was a matchbox, a watermelon cut in two halves and a glass of water. A person enters the room with an axe and breaks the table in two and leaves the axe there. The student had to imagine the scene and draw it. This tested all the drawing basics for perspective, light, shade, shadow, textures, quality of lines and a bit of imagination on how the scene would be. Students with good sketching skills and speed would have an advantage here.

Question 7: This question was a test in creative thinking. These kind of questions are pretty strong in testing the designer or creative problem solving skills in a student. Here a tyre, a plastic bottle, a cricket bat and a bucket were given and the student had to illustrate 5 different creative ideas, in which all the ideas were to be used in combination for a home or a public space. In this questions, it was stated that in each solution the objects could be used more than once, and their scales and proportions could be changed. In a question like this, the students must grab this opportunity and understand and exploit this option given in the question while giving the solution. Marks would be awarded for better originality and diversity of ideas, and clarity of the sketches.

In general, any creative question in these exams are actually easier to answer because the solutions are quite subjective and open ended. Personally, in my opinion, students should look forward to and make the most of these kind of creative questions because the answers has no limitation when it comes to creativity and imagination. A student can creative a positive impression while answering such questions.

Question 8: This question tested the visualization of a student in which the word ‘Flows’ was printed in which the font large and was defined. The students had to observe the font and create the letter ‘d’ in the lower case, in the same font style of the word displayed. The letter ‘d’ had to be 15 cms in height.  In all CEED exams in the past, questions on fonts have always played a key role. Definitely for a student, study on typography terms would have not only helped understand and visualise the fonts given in this questions, it would also help them in their basic knowledge required to answer questions given in part A of this exam. 

Overall, the CEED exam not only has kept up its high standard in terms of diversity or for the range of skills it tests students who aspire to be designers, but also tests them for their abilities in giving high quality solutions in the given time. This only emphasis that a wide range of knowledge, strong aptitude and high creative thinking and drawing skills sets is still not enough and that the student has to be very well practiced in order to deliver all of the above at good speed.

About the Author:

Shaun D’Sa has a Master’s degree in Industrial Design from IIT Delhi. He is Director at Design Quotient Labs (DQ Labs), a coaching platform for Architecture and Design entrance exams.

He began his career with General Motors Advanced Design Center at Bangalore, where he had the opportunity to work with design teams for car brands like Hummer, Cadillac, Chevrolet, Holden, Buick to name a few. Shaun has also been a part of many teams of International and Indian designers for design centric ethnographic studies across India and abroad. Due to his passion for Design and Architecture, he has travelled extensively abroad and has been a part of many design workshops in many countries across Europe.