Abstract
Do assessment practices within graphic design degree programmes emphasise skills and attributes relevant to a design student that no longer exists? This research questions the nature of assessment tasks in design degree programmes and considers how they shape the student experience. The intention is to put forward a model of assessment practice to support learning for understanding, where students engage in discussion, negotiation and argument (Brew 1999) in order to become independent learners.
Citation
Ehmann, D. (2004) Futuregraduate: The Role of Assessment Within Design Education., in Redmond, J., Durling, D. and de Bono, A (eds.), Futureground - DRS International Conference 2004, 17-21 November, Melbourne, Australia. https://dl.designresearchsociety.org/drs-conference-papers/drs2004/researchpapers/132
Futuregraduate: The Role of Assessment Within Design Education.
Do assessment practices within graphic design degree programmes emphasise skills and attributes relevant to a design student that no longer exists? This research questions the nature of assessment tasks in design degree programmes and considers how they shape the student experience. The intention is to put forward a model of assessment practice to support learning for understanding, where students engage in discussion, negotiation and argument (Brew 1999) in order to become independent learners.