Re-assessing assessment practices in design to support students' long-term learning
- Publisher:
- Izmir University of Economics
- Publication Type:
- Conference Proceeding
- Citation:
- European Academy of Design conferences - Dancing With Disorder: Design, Discourse & Disaster, 2007, pp. 129-144
- Issue Date:
- 2007-01
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| Filename | Description | Size | |||
|---|---|---|---|---|---|
| 2cda3fb5-4185-4e62-875e-7e28f0130a9c.pdf | Accepted Manuscript | 351.1 kB |
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Traditional design assessment practices are problematic as they typically occur at the end of a course and often rely on the marking of an artefact as a measurement of a student's achievement in that course. This limits the possibility for the student's transferral of learning to a future context such as the workplace, as learning is often restricted to that which is required to pass the course. Recent online discussions of design research also suggest that traditional assessment practices may not be a reliable indicator of student achievement in certain desired, less tangible aspects of design, such as scholarly enquiry, critical thinking and self-reflection and articulation of iterative creative rationales that support decision-making. I aim to create a space for rethinking current assessment practices in higher education in design and will provide evidence for how the application of the principles of sustainable assessment could better support students' long-term learning in design. I will reflect on my recent experience in using the framework of sustainable assessment to develop teaching and learning strategies and tools for a unit of study in graphic design and present my observations of changed student attitudes to learning. The results suggest that students become more critically self-reflective in individual and peer learning contexts, more effective in articulating and achieving professional standards and demonstrate discernible differences in attitude toward design learning that has transferred to other subjects and their workplaces. This indicates that students develop more autonomy in their ability to draw on a range of sources, strategies and tools that assist them in monitoring their continued learning in design.
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