Assessment as a Barrier in Developing Design Expertise: Interior Design Student Perceptions of Meanings and Sources of Grades

Abstract

This article reports on a portion of a larger qualitative study focused on a group of interior design students' perceptions of their educational experiences. Twelve interior design students enrolled in their final studio course participated in interviews intended to elicit their perceptions of key barriers encountered during their undergraduate design school experience. Among students' perceived barriers to learning, studio project grades figured so prominently that they are the focus of this article. Interviews were transcribed, coded and analysed using a constant comparative approach. Themes were developed to describe the students' conceptions of meanings and sources of grades. Interactions among main themes are examined and implications for future research are addressed.

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“…; Nicol ). These findings are in further support of research in interior design and other courses (Smith ; Stevens & Crow ). Students rework showed remarkable improvement, which supports previous findings (O'Donovan et al .…”

“…Growth through assessment generated with coaching can be a benefit of the dialogical teaching (Adams et al 2016;Nicol 2010). These findings are in further support of research in interior design and other courses (Smith 2013;Stevens & Crow 2016). Students rework showed remarkable improvement, which supports previous findings (O'Donovan et al 2015;Smith 2013) about the importance of student engagement in the acceptance and use of assessment feedback.…”

“…Students rework showed remarkable improvement, which supports previous findings (O'Donovan et al . ; Smith ) about the importance of student engagement in the acceptance and use of assessment feedback. In addition, this method mimics the way assessment is delivered in the workplace, which can help students learn more about design practice (Budge ; Giloi & du Toit ).…”

“…An assessment in any form or format for design work is often called into question because those who create the work are often resistant to evaluation. Students recite that ‘design is subjective’ and is not appropriate for quantitative evaluation (Eberly Center for Teaching Excellence ; Smith ), thinking ‘It's my work so it must be good.’ Smith () noted that assessment can become a barrier, instead of an impetus for improvement.…”

“…Students recite that 'design is subjective' and is not appropriate for quantitative evaluation (Eberly Center for Teaching Excellence 2015b; Smith 2013), thinking 'It's my work so it must be good. ' Smith (2013) noted that assessment can become a barrier, instead of an impetus for improvement.…”