Dear Esra,
In practical terms, both qualitative and quantitative grading of design projects have multiple problems.
In assessment terms, such forms grading of design projects are typically intrinsically invalid and can be easily legally challenged by any student.
As a solution, competency-based assessment resolves almost all of the problems of qualitative and quantitative grading.
In addition, competency-based assessment has the benefits of:
1. Easier marking for staff
2. Resolves the intrinsic problems of group work and allows precise individual member assessment
3. Each assessment is effortlessly justifiable
4. Students gain a suite of extra useful professional skills
5. Employers can use the assessments to accurately understand what new employees are competent at.
Regards,
Terry
==
Dr Terence Love
PMACM, MISI, MAISA, FDRS, AMIMechE
Director, cyber-CPTED
Design Out Crime & CPTED Centre
Perth, Western Australia
[log in to unmask]
www.designoutcrime.org
+61 (0)4 3497 5848
==
ORCID 0000-0002-2436-7566
-----Original Message-----
From: [log in to unmask] [mailto:[log in to unmask]] On Behalf Of Esra Bici
Sent: Thursday, 15 June 2017 1:26 AM
To: PhD-Design - This list is for discussion of PhD studies and related research in Design <[log in to unmask]>
Subject: About grading design projects: Evaluation on quantity or quality?
Dear all,
I would like to raise an issue about quantitative grading of projects of design students. I both include the 0-100 system and A-F system by saying quantitative. These are supposed to be most conventional methods for design evaluation. But I think they often fail to evaluate the project and define the 'value' of the project. Especially in the context of design realm which has many dimensions and qualities, dealing with numbers sometimes make little sense. So do you think could a qualitative evaluation style be developed? For example, the students will have feedbacks like "good concept", "inefficient mechanism", or "potential for innovation". (I just write what comes to my head for example)
Another disadvantage about quantitative grading, there comes a pedogogical aspect. Students often associate themselves with numeric values. They perceive they are 'less' or 'more' than someone else in the studio. But some project could be 'more' with its e.g. technical details; but another one with its 'aesthetic qualities'. So how should these different contexts, values and potentials be quantified and compared?
Maybe there are schools making their evaluation on qualities but I hardly remember. Do you know such places? And what do you think about all these?
Or do you think we have to reduce a 'design' to a quantity in the end?
Kind Regards,
Dr. Esra Bici Nasır
İstanbul.
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