One major dilemma that appears not to help art and design students in their studio work is the assessment of creative outputs. Key issues inherent to assessment are who is carrying out the assessment and with what measure, especially when learners do not contribute to the assessment processes. This study sampled 247 tertiary students (104 male and 143 female) for their perceptions of assessment of their creative project-based learning in the Department of Communication Design, Kwame Nkrumah University of Science and Technology, Ghana. Data were sourced using a self-administered questionnaire. Four themes emerged from the participants' responses during data analysis: (1) perceptions on importance of creativity in graphic design, (2) relevance of creative process in creative production, (3) assessment and (4) assessment practice. Descriptive analysis was used to evaluate students' perceptions of creativity and its assessment, and to further investigate how their perceptions might affect their attitudes towards the creative process. Results indicated that students overwhelmingly appreciated the concept of creativity, and suggest that teachers wishing to improve students' attitudes towards the creative process and assessment of their creative projects, in general, should involve students in defining the learning outcomes and assessment criteria and involve them in the KEywords creativity assessment of creative product communication design higher education studio critique creative process Eric Francis Eshun | K. G. de Graft-Johnson 90 process. This study provides a pioneering work on how students perceive the assessment of their creative projects, and opens the way for further assessment studies involving both instructors and students. The findings have implications for instructors of communication design and school administrators, particularly those in tertiary education. rELEvancE to dEsiGn practicEStudies have shown that providing an enabling and congenial school environment is crucial to the creative development of the student (Lowenfeld and Brittain 1987;Burke 2007;Haring-Smith 2007). Assessment contributes largely to school acceptability, and determines what and how students learn. This study explores this issue and determines students' perceptions of the assessment process. The results of the study contribute to discourse of finding an acceptable assessment and evaluation process that can benefit the institution and the student.
The study investigated the development status of graduates of Higher National Diploma (HND) Commercial Art Programme (Graphic Design option) of the Takoradi Technical University (TTU) in Ghana. It examined 1,013 academic transcripts of the past students to ascertain the career pathways of the graduates. The results revealed that most HND graduates enrol in various professional fields to further their studies. The study therefore concludes that most students see the HND Commercial Art Programme (Graphic Design option) as a stepping stone to other professions. Hence the study recommends a replacement of the old curriculum with a Competency-Based Training module which would ensure that practical approach to teaching and learning processes are adopted to make trainees work ready for the world of work.
This study aims at exploring the relationship between service quality dimensions and overall service quality dimensions (tangibility, responsiveness, reliability, assurance and empathy) and students satisfaction. Additionally, this study also looks at the critical factors in service quality dimensions that contribute most to the satisfaction of the students. The data was collected using a set of questionnaire from 798 undergraduate students who offered various bachelor degrees in a public higher education institution in Ghana. The study provides empirical evidences of these relationships. The results of this study affirms the results of Parasuraman’s SERVQUAL (1985) study, which related to the factors contributing to students’ satisfaction. The outcome of the study amplifies the assertion that service quality (tangibility, responsiveness, reliability, assurance and empathy) has a positive impact on student’s overall satisfaction.
This study examined students’ perspectives on the use of assessment criteria and rubrics in graphic design studio at Kwame Nkrumah University of Science and Technology, Ghana. This assessment strategy was introduced with the desire to improve students’ participation and involvement in studiobased learning programme. At the end of the semester, a questionnaire was used to gather responses from a sample of 108 students about their opinions on the use of assessment rubric. Analyses of the data collected demonstrate that students were generally positive about the use of rubric in the peer assessment process. Descriptive statistics showed that 86% of the students agreed that assessment criteria helped them in their learning; they found the peer assessment process as a valuable learning experience and 46% contended that they needed training in the use of assessment rubric. The results further suggest 89% of the respondents agreed that the use of assessment rubric enabled them to socially interact. The conclusion drawn from the evidence is that using assessment rubric directed learning activities and can have positive implications for the learning experience in studio-based learning.
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