Sharing understanding of assessment criteria in design project tutorials: Some observations of, and implications for, practice
Sharing understanding of assessment criteria in design project tutorials: Some observations of, and implications for, practice
复制标题
分享对设计项目教程中评估标准的理解：对实践的一些观察和启示
DOI：
10.37113/ideaj.vi0.156
复制
发表时间：
2007
期刊：
影响因子：
--
通讯作者：
S. Thomson
中科院分区：
文献类型：
--
作者：
S. Thomson
本文讨论和发展了在第一年设计工作室的背景下进行的一个小型行动研究项目的几个发现。该项目的基础来自反馈，即设计批评是模棱两可的、主观的，从学生的角度来看，基本上是不合格的。虽然我们在设计单位实施标准参考评估(CRA)，但识别和明确表达设计项目的标准和标准是一件很困难的事情。导师们可能也很吃力，因为他们将自己的设计质量参照系与CRA矩阵的顺序联系在一起。如果领导设计单位的学者在定义和商定评估学生成绩的目标和标准方面存在困难，那么学生将面临什么境地？本文建议通过在教学实践中加入对标准和标准的对话来构建一个共享理解的空间，将这种讨论逐步扩展到更普遍的操作和发展术语，包括我们学生的程序性知识和陈述性知识(通常是令人愉快和令人惊讶的)。
This paper discusses and develops several findings out of a small action research project conducted in the context of a first year design studio. The basis for the project arose out of feedback that design critique is ambiguous, subjective and largely unqualified from the student point of view. While we implement criterion-referenced assessment (CRA) in design units, it is a struggle to identify and clearly express criteria and standards for design projects. Tutors may also struggle, as they relate their own frames of reference for design quality to the order of a CRA matrix. If the academics leading design units have difficulty with defining and agreeing on objectives and the standards against which student achievement is assessed, then where does that leave the student? The paper proposes framing a space of shared understanding by incorporating a dialogical address to criteria and standards into teaching practices, cumulatively expanding this discussion into more pervasive operational and developmental terms that embrace both the procedural and the (often delightful and surprising) declarative knowledge of our students.