Assessment of Theses in Design Education

Abstract

This article explores and proposes a design concept of a co-creative process that aims to support the assessment and grading of theses in design education through automated criteria evaluation. The research is based on a concept-driven design approach that theoretically anchored and empirically informed the design concept. The research was achieved by grounding the concept in theoretical resources concerning pedagogical principles and assessment, existing tools and models for examiners in assessment processes, and current design practices for assessment in higher education. The main contribution of this article, namely the concept of grading by automated criteria evaluation (GRACE), aims to provide support and structure for examiners and students to collectively advance the design, implementation, and evaluation of the concept through the co-creation and evaluation of criteria in higher education. GRACE could supplement existing assessment practices of theses in design education by focusing on both explicit criteria and the development of students' design thinking and abilities.

Challenge-Based Learning in Higher Education

“…Co-designed structures involve integrating applied research and education in close collaboration with societal actors, where students act as change agents identifying and proposing improvements. Therefore, collaboration and co-creation of knowledge within the university should occur across borders of faculties and subjects in research and education, for example, in transdisciplinary programs (Brink et al, 2018;Christensen et al, 2021;Svenningsson et al, 2021).…”

“…Co-creation and Collaboration are exemplified by three programmes co-designed in close cooperation with societal stakeholders from respective professional fields: Sport Science, Media and Communication Studies, and Dental Education. All three bachelor programmes share the pedagogic idea of students, in collaboration with relevant stakeholders, co-construct new theoretical and practical knowledge in the progression of contemporary and future society, and methods of achieving this learning (Svenningsson et al, 2021). The common "challenge" to all three programmes comprise students starting a real-life project without knowing the result.…”