Thanks Dr. Alun,
Do you have a reference to the WA case study? Wouldn't using a single score
as the determinant of success have the limitation of not looking at a
candidate beyond their cloaked capabilities? The last reference really hits
it for me- 'a portfolio can be much more than a set of art and design
samples. It can include life achievements etc.'. How might we capture
these? I'll check on Terry Love and Trudy Cooper papers.
Thanks again,
Sincerely,
Manish Pillewar
Designer
Adelaide, SA
On Wed, Jul 15, 2020 at 12:23 PM Alun Price <[log in to unmask]>
wrote:
> Hi Manish
> There is a significant body of research on most of these. My only
> direct experience of the course score is an evaluation we carried out
> at a Western Australian university twenty years or so ago. We looked
> at the entry scores of students based on their Tertiary Entrance Exam
> score and compared them with the marks achieved in the final semester
> of the degree course.
> Based on these observations it was decided to stop the portfolio and
> interview process, as the best determinant of success was the entry
> score.
> Terry Love and Trudy Cooper have published on the portfolio process,
> remembering that a portfolio can be much more than a set of art and
> design samples. It can include life achievements etc.
> Regards
> Alun
> Dr Alun PriceDesign Research and Education
> https://independentresearcher.academia.edu/AlunPrice
>
> ----- Original Message -----
> From: "PhD-Design - This list is for discussion of PhD studies and
> related research in"
> To:
> Cc:
> Sent:Wed, 15 Jul 2020 10:08:10 +0930
> Subject:Design education and a designer's capabilities matrix
>
> Hi All,
> I am looking for any pointers to research, thoughts, and ideas on
> design
> education. Specifically, questions that I am seeking pointers on are:
>
> 1. Is a single course score(CGPA et all) a representative of the
> overall
> capabilities of the student in a design subject? What purpose does it
> serve?
> 2. Though a student shares a portfolio, does the portfolio represent
> the
> true capabilities of the student themselves? How do they become aware
> of
> such?
> 3. Do parallel models of assessment, endorsements, and collation of
> such
> capabilities exist for reference? Perhaps, beyond design education?
>
> The questions may not be framed correctly and I may need to redefine
> them
> once I have further information and clarity. Suggestions welcome of
> course.
>
> Appreciate the help,
> Manish Pillewar
> Designer
> Adelaide, SA
>
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