ACE: Analyze, Create, Evaluate

The ACE model is often used when creating images for educational purposes. In order to begin, we must first deconstruct. We can use ACE as a guide when evaluating graphics, thereby determining the effectiveness of the item.

Following the steps outlined by Lohr (2008), we can begin by analyzing our initial attempt at a visual, attempting to determine what purpose exactly this image will serve within the greater scheme of your lesson. From there,  we delve into the actual creation--the brainstorming--of the entire image. Experiment with different shapes, colors, etc. to see what works best with the overall theme and purpose of the graphic. Finally, we should attempt to evaluate the end result. It is helpful to get a second--or third--pair of eyes to look over your project and give you an objective perspective on what works and what doesn't.

ACE in practice: I have found that one of the best ways to evaluate a graphic is to test out its effectiveness in class. This does mean that the first class will have to act as guinea pigs, but it is incredibly useful to see how well your created image actually works in a classroom setting. 

One example--not my own but a classmate's--came up recently in a practicum course I'm taking. My classmate had prepared a hand-drawn mind-mapping graphic organizer that looked something like this:

This was part of an activity that required us to break up into five groups--each given a particular color as group name, e.g. Team Orange, etc.--and brainstorm about what we believed to be the cause/result of motivation. We were then to write these factors on the the appropriate side of "motivation," using the color markers that had been placed near the board.

After our classmate micro-taught, we provided feedback. The main points touched on included her 1) drawing three boxes on each side yet breaking us up into five groups and 2) not specifying that each group should only use group-color markers. Many students had become confused during the activity as they weren't sure if our classmate was attempting to indicate that there were only three underlying causes/effects of motivation when, in fact, this number had simply been chosen arbitrarily. 

Instead, as the activity had focused on what each group thought and did not attempt to group together all of our ideas, we suggested that it would probably be better if the graphic had included the same number of boxes as there were groups. Additionally, to further highlight the differences between the result of each group's brainstorming session, the micro-teacher could have instructed as to use the color appropriate for our group, e.g. Team Orange would use the orange marker, etc.