Don't Box Me In: Rubrics for Àrtists and Designers

Haugnes, Natasha; Russell, Jennifer

doi:10.1002/tia2.20043

Cited by 3 publications

(2 citation statements)

References 12 publications

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“…Accordingly, the criteria, the definition of each scoring criterion, and the rules of scoring criteria should be clear. Rubrics are also used and perceived to have a neutral or positive impact on students' creativity (Haugnes & Russell, 2016). The straightforward process for creating rubrics includes listing the criteria (such as learning outcomes), the scores of quality indicators (such as pass-fail) and the definition of each quality indicators (such as good / no indication of knowledge) (Andrade, 1997).…”

Section: Design Of Rubricsmentioning

confidence: 99%

Quantifying Design for User Experience Assignments Using Rubrics as Assessment Tools

Karahanoglu¹,

Alink²,

Bakırlıoğlu

2019

Insider Knowledge - Proceedings of the Design Research Society Learn X Design Conference, 2019

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Section: Design Of Rubricsmentioning

confidence: 99%

Quantifying Design for User Experience Assignments Using Rubrics as Assessment Tools

Karahanoglu¹,

Alink²,

Bakırlıoğlu

2019

Insider Knowledge - Proceedings of the Design Research Society Learn X Design Conference, 2019

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“…The questionnaire was partly adapted from the survey Student Perceptions of Rubric Effectiveness -Revised 2014 by Haugnes and Russell [16]. The items of the questionnaire were grouped into 5 clusters.…”

Section: Research Instrumentsmentioning

confidence: 99%

Using Analytic Rubric for Speaking Self-Assessment: EFL Students' Perceptions and Challenges

Phan¹,

Yen²

2017

IOSRJRME

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Toward a New Creative Scholarship of Educational Development: The Teaching and Learning Project and an Opening to Discourse

Springborg

Horii

2016

To Improve the Academy

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This invited essay of To Improve the Academy's special feature on Creative Scholarship presents one example of creative scholarship in educational development as a forward to other forms and approaches in the special feature. This example, the Teaching and Learning Project, merges documentary and art photography traditions with faculty consultation. Following a review of the literatures of visual interpretation and instructional consultation, along with their intersection, the essay presents the Teaching and Learning Project in three ways: (1) as images, analyzed using the disciplinary grounding of the visual arts; (2) as a consultation methodology and an educational development practice; and (3) as a research project using a social science-based approach (grounded theory) exploring the experience of the subjects photographed. Finally, as a segue to the rest of the TIA special feature, this invited essay addresses the transformative nature of creative scholarship and its implications for the field of educational development.

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Don't Box Me In: Rubrics for Àrtists and Designers

Cited by 3 publications

References 12 publications

Quantifying Design for User Experience Assignments Using Rubrics as Assessment Tools

Quantifying Design for User Experience Assignments Using Rubrics as Assessment Tools

Using Analytic Rubric for Speaking Self-Assessment: EFL Students' Perceptions and Challenges

Toward a New Creative Scholarship of Educational Development: The Teaching and Learning Project and an Opening to Discourse

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