Dear All
I have been partially working on the topic for a while. I have been collecting evaluation criteria or assessment sheets from different professors from USA and Turkey. Also I have collected many design briefs used in industrial design studio projects. I have conducted quick content analysis on them using nvivo just for fun first and last year I got a chance to present some of the findings in UTAK16 Conference. Since the paper is in Turkish I didn't share it here but please let me know if you are interested in it so then I can work on English version. Here are some insights and findings of that study:
I found that evaluation criteria first should be transparent and shared clearly with the students. Second, there is a relationship between educational objectives of the faculty > department > studio year and evaluation criteria of each individual project (If you prefer using Bloom's taxonomy then you need to convert your objective statements into evaluation criteria). Third, there are diverse expectations of the profession out side of the university and those aren't necessarily meet with educational objectives but as equally important. I found that these parts are mostly missing in design briefs shared with students. Looking at design briefs, professors have three tendencies when assessing a project. First, some might tend to look at the final result and considers it as a final product presentation and asseses it accordingly. Second, some might tend to look at the whole process that a student went throughout the project and asseses student's effort. Third type arises when the project has specific objectives. For instance if the project is about applying anthro data, ergonomics or human factors then the assessment style changes. You can find professors using qualitative and/or quantitative assessment techniques. I think they are generally trying to quantify something qualitative most of the time. Assessment is a technique to provide feedback to students so I believe clear definitions and transparency is vital.
I am working on building general grading rubrics for each year and semester for our department and I found these books useful:
https://www.amazon.com/Classroom-Assessment-Techniques-Handbook-Teachers/dp/1555425003/ref=sr_1_2?ie=UTF8&qid=1497556811&sr=8-2&keywords=The+classroom+assessment+techniques
https://www.amazon.com/Jay-McTighe/e/B001IO9LWA/ref=sr_ntt_srch_lnk_1?qid=1497556869&sr=8-1
https://www.amazon.com/Teaching-Design-Curriculum-Pedagogy-Classrooms/dp/1621535304/ref=sr_1_1?s=books&ie=UTF8&qid=1497556902&sr=1-1&keywords=meredith+davis
https://www.amazon.com/Art-Assessments-Quizzes-Benchmarks-Teachers/dp/194029004X/ref=sr_1_1?s=books&ie=UTF8&qid=1497557171&sr=1-1&keywords=art+teaching+assessment
Also these websites are very "cool" for building rubrics
http://rubistar.4teachers.org/index.php?screen=NewRubric
http://rubric-maker.com/
Thanks for opening the topic
Best
Engin KAPKIN, PhD
Anadolu University, Turkey
Sent from my iPad
> On Jun 15, 2017, at 9:26 PM, CHARLES BURNETTE <[log in to unmask]> wrote:
>
> 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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