Intersections: the utility of an 'Assessment for learning' discourse for design educators

McDowell, Liz, Bohemia, Erik and Harman, Kerry (2009) Intersections: the utility of an 'Assessment for learning' discourse for design educators. Art, Design and Communication in Higher Education, 8 (2). pp. 123-134. ISSN 1474-273X

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Abstract

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.

Item Type:	Article
Uncontrolled Keywords:	design pedagogy, the Global Studio, educational discourses, collaborative learning
Subjects:	W900 Others in Creative Arts and Design X900 Others in Education
Department:	Faculties > Health and Life Sciences > Social Work, Education and Community Wellbeing
Related URLs:	Publisher
Depositing User:	EPrint Services
Date Deposited:	07 Jul 2010 13:25
Last Modified:	12 Oct 2019 14:40
URI:	http://nrl.northumbria.ac.uk/id/eprint/3146

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