Conference Publication Details
Mandatory Fields
Seery, N,Lane, D,Canty, D,
EXPLORING THE VALUE OF DEMOCRATIC ASSESSMENT IN DESIGN BASED ACTIVITIES OF GRAPHICAL EDUCATION
2011 ASEE ANNUAL CONFERENCE & EXPOSITION
2011
November
Published
1
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Optional Fields
A significant change in the philosophy of graphical education in Ireland has taken place since 2007. The introduction of a new subject Design and Communication Graphics (DCG) has broadened the traditionally focused syllabus. The understanding of geometric and descriptive principles in the context of predefined applications is now governed by a subject that supports conceptual endeavours. DCG provides students with the opportunity to develop a skill set that will allow them explore and learn within and beyond their subject domain through the medium of design without make.With the objective of codifying the initial teacher education practices, an introspective analysis was taken to explore student's performance within a core graphics module at the University of Limerick. Students from year 3 of the undergraduate Materials and Construction Education and Materials and Engineering Education initial teacher education programmes were tasked with a thematic design brief that required them to produce a graphical portfolio of their design solutions. To encourage diverse, imaginative, and creative engagement in this design activity a democratic non-criterion referenced approach to the assessment was employed. Students judged their peer's work and agreed on a ranked order of the strongest, weakest and relative positions of each design portfolio. The relationship between the student's assessment heuristics and their performance in the design task are discussed in the context of evidence of learning. The paper explores the interdependence of domain specific knowledge and skills, pedagogical strategy, and flexibility in evaluating student capability and competency in graphical education. The need to establish the currency that defines effective pedagogical intervention is presented.
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