Year: 2011
Type: conference-paper
Abstract: Creativity is a stated learning outcome of design disciplines and it often forms part of the more general attributes guiding pedagogical activities and curricula. Nonetheless, the question of assessing creativity remains highly contentious and it poses both pedagogical and legal or administrative challenges to architectural educators. Whereas traditional assessment methods and processes have often relied on the assessors’ subjective judgement and tacit understandings of what is creative, the contemporary educational climate calls for enhanced transparency and objectivity through often rigid quality assurance mechanisms. These changes in educational culture place increasing pressure on teaching and assessment processes, with particular challenges facing the assessment of creativity. This paper presents a four-part model for assessment in design education. The model targets the question of assessing creativity in design and outlines the different stages and the various facets of the assessment process. It also identifies the dominant types of architectural assessment to be tested for pedagogical and quality assurance compliance. Finally, the paper locates, identifies and interrogates the four distinct levels of assessment, relating it to existing research from fields of architectural education, pedagogy and assessment.
Language: English
Subfield: Mechanical Engineering
Field: Engineering
Domain: Physical Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2216052479