Intersections: the utility of an assessment for learning discourse for design educators.
Bohemia, Erik and Harman, Kerry and McDowell, Liz (2009) Intersections: the utility of an assessment for learning discourse for design educators. Art, Design & Communication in Higher Education, 8 (2). pp. 123-134. ISSN 1474-273X
Full text is not in this repository.
This item is available in the Library Catalogue
This paper explores the productiveness of the intersecting knowledge domains of Teaching and Learning and Design. More specifically it examines the utility of an ‘Assessment for Learning’ (AfL) framework developed by researchers at the Centre for Excellence in Teaching and Learning (CETL) at Northumbria University for articulating the curriculum design, delivery and assessment strategies employed in ‘the Global Studio’ – a design module conducted at a UK university. Using a case study methodology with the aim of compiling rich, practice-based knowledge (Denzin and Lincoln 2005), we draw on data gathered throughout the development and delivery of ‘the Global Studio’ in order to undertake our analysis. We suggest that many Assessment for Learning elements were implicitly embedded in this module. We propose that Assessment for Learning may provide a useful conceptual frame for exploring pedagogical practices and student learning experiences more generally in the design studio.
|Keywords (uncontrolled):||Assessment for Learning Design pedagogy the Global Studio educational discourses collaborative learning|
|Research Areas:||Middlesex University Schools and Centres > Institute for Work Based Learning|
|Deposited On:||21 May 2010 08:46|
|Last Modified:||14 May 2014 10:25|
Repository staff only: item control page
Full text downloads (NB count will be zero if no full text documents are attached to the record)
Downloads per month over the past year