Design Students Perspectives on Assessment Rubric  in Studio-Based Learning

Eshun, Eric Francis; Osei-Poku, Patrick

doi:10.53761/1.10.1.8

Cited by 17 publications

(5 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…They claim these differences have the potential to cause anxiety for students. As a result, students have expressed their need for assessment rubrics to be well understood and user-friendly (Eshun & Osei-Poku, 2013;Popham, 1997;Sparrow, 2004). O'Donovan et al (2004) agree in that assessment criteria should be consistent, reliable, transparent, and demonstrably known and trusted by all stakeholders.…”

Section: Discussionmentioning

confidence: 99%

Rubric co-construction in medical and allied health education: Students’ and teachers' perceptions

Kilgour

Morton

Cloete

et al. 2022

Preprint

View full text Add to dashboard Cite

[100 to 250 words] The process of constructing assessment rubrics has traditionally been the responsibility of academic staff who teach into undergraduate university degrees. While many educational researchers and theorists have long recommended the need for students and teachers to work together to co-construct assessment rubrics, few empirical studies have explored the reality of such partnerships. Furthermore, past studies have recommended engaging higher education students in various stages of assessment. Many have focused particularly on the mid and latter stages of the assessment process, including the preparation of assessment submissions and the distribution and interpretation of assessment feedback, but neglect earlier involvement. To address this gap, this study engaged students and teachers in the early stage of assessment design, at the point where assessment rubrics are created. Using a mixed methods approach, students and teachers from three health-related cohorts were surveyed and interviewed after rubric co-construction, and again after use of the co-constructed rubric, to document their experiences. Overall, students and teachers recommended the practice of co-construction, valued the experience, and in the process, gained more insight into each others’ needs. Students benefited by understanding what was required of them in their assessment tasks, and teachers were provided with opportunities to clarify their learning expectations.

show abstract

Section: Discussionmentioning

confidence: 99%

Rubric co-construction in medical and allied health education: Students’ and teachers' perceptions

Kilgour

Morton

Cloete

et al. 2022

Preprint

View full text Add to dashboard Cite

show abstract

“…A checklist based on the criteria of subject matter, composition, design principles, use of colour, originality and aesthetic value was used to ensure that the measurements were valid and reliable. Considering the scope of the course, the criteria in the relevant sources were utilised (Eshun & Osei-Poku, 2013;Ali et al, 2015). In addition, these criteria were expanded with course-specific criteria not included in the relevant sources.…”

Section: Data Collectionmentioning

confidence: 99%

Investigation of Success Levels of Visual Arts Students in Computer-Aided Design Course

Demirel

2024

Üniversite Araştırmaları Dergisi

View full text Add to dashboard Cite

The aim of this research is to examine the design course end-of-semester success levels of undergraduate students studying in the visual arts department of art and design faculty and taking the computer-aided design course in terms of gender, age, having a personal computer, educational status and being employed. In this respect, the research model is a descriptive survey. For this purpose, the data obtained from 42 students were analysed with Mann Whitney U Test. Although it was concluded that male students were more successful than female students in terms of end-of-semester scores according to the gender variable, it was understood that this was not statistically significant. The result obtained from the age variable was found to be statistically significant and it was observed that students in the 25-34 age range were more successful than students in the 19-24 age range. According to the findings regarding the variable of having a personal computer, it was understood that although the average score of students who had computers was higher than those who did not, this difference was not statistically significant. According to the findings related to the educational status variable, although it was observed that the mean scores of the students studying at the second university were higher than those studying at the first university, it was concluded that this was not statistically significant. According to the findings regarding the working variable, it was determined that the average score of working students was higher than that of unemployed students, but this difference was not statistically significant. Upon overall evaluation of the findings, it has been concluded that there is a statistically significant difference in students’ achievement levels only with respect to the age variable. However, the observed difference in other demographic variables is not statistically significant.

show abstract

“…Some studies have explored how young students interpret creativity ( Eshun et al 2013 ; Karwowski 2015 ). Others have explored the self-perceptions of creativity by students ( Deveci 2021 ; Falconer et al 2018 ; Stricker and Sobel 2020 ).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Young Creators: Perceptions of Creativity by Primary School Students in Malta

Mangion

Riebel

2023

J. Intell.

View full text Add to dashboard Cite

Policymakers and employers insist that educational institutions prepare workforce-ready candidates fluent in the application of 21st Century Skills such as creativity. So far, only a few studies have explored the self-perceived creativity of students. This paper addresses this gap in literature by providing an understanding of how young students in upper primary feel about themselves as creative beings. Data for the present study was collected through an anonymous online survey that 561 students, aged 9–11 years and residing in Malta (EU), completed. In-depth responses were collected from a subset of the original sample made up of 101 students through an anonymous online form containing a set of questions. Data was analysed using regression analysis for the quantitative component and through thematic analysis for the qualitative part. Results indicate that, overall, students in Year 6 felt less creative than students in Year 5. Furthermore, findings show that the type of school attended impacted the students’ perception of creativity. From a qualitative perspective, findings led to insights into (i) the interpretation of the term creativity and (ii) the impact of the school environment and how timetabling impacted students’ creativity. The findings suggest that the student’s perceived creative personal identity and the concrete manifestations that they engage in are influenced by environmental factors.

show abstract

Design Students Perspectives on Assessment Rubric in Studio-Based Learning

Cited by 17 publications

References 18 publications

Rubric co-construction in medical and allied health education: Students’ and teachers' perceptions

Rubric co-construction in medical and allied health education: Students’ and teachers' perceptions

Investigation of Success Levels of Visual Arts Students in Computer-Aided Design Course

Young Creators: Perceptions of Creativity by Primary School Students in Malta

Contact Info

Product

Resources

About