Esra and colleagues,
You might find it helpful to look at educational assessment based on Modes of Thought in A Theory of Design Thinking. You will find it described on the website idesignthinking.com <http://idesignthinking.com/>. Over 500 schools applied the approach during the Design Thinking K-12 program at the University of the Arts, Philadelphia. The program sought to engage teachers and children in using modes of thought in project based activities while evaluating their own learning experience through design thinking. Evaluative thinking is itself a mode of thought in the theory that applies critical thinking and self awareness during purposeful thought and design thinking. There have been many applications of the theory in studio teaching at the university level. Evaluative thought that is both qualitative and quantitative is an integral part of of design thinking and should be taught and experienced as such.
Or, so I believe,
Chuck
See independent.academia.edu/charles <http://independent.academia.edu/charles>burnette for other applications of the theory in design education.
> On Jun 14, 2017, at 1:25 PM, Esra Bici <[log in to unmask]> wrote:
>
> 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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