Advertisement

Implementing an exemplar-based approach in an interaction design subject: enhancing students’ awareness of the need to be creative

  • Graham D. Hendry
  • Martin Tomitsch
Article

Abstract

In higher education effective teaching includes making learning goals and standards clear to students. In architecture and design education in particular, goals and standards around assessment are often not well articulated. There is good evidence that when teachers engage students before an assessment in marking exemplars, and explain why the exemplars received the grades they did, students’ performance in their written assessment is consequently enhanced. However some teachers are concerned that exemplars may discourage students from being creative; this concern is particularly important in design education. In this small-scale mixed methods study we explore interaction design students’ perceptions of the effect of an exemplar-based teaching approach on their work in a design task. Our quantitative and qualitative results show that students developed their understanding of task criteria and standards; far from discouraging their creativity, most students perceived that their experience of the approach enhanced their awareness of the need to produce an original design. The exemplar-based approach used in this study complements the studio-based teaching approach in design education, and helps to make clear the design goals and standards that teachers expect their students to strive for.

Keywords

Assessment Exemplars Criteria Standards Creativity Interaction design 

References

  1. Barrie, S., Ginns, P., & Prosser, M. (2005). Early impact and outcomes of an institutionally aligned, student focused learning perspective on teaching quality assurance. Assessment & Evaluation in Higher Education, 30(6), 641–656.CrossRefGoogle Scholar
  2. Bloxham, S., & Boyd, P. (2007). Developing effective assessment in higher education: A practical guide. Maidenhead: Open University Press.Google Scholar
  3. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.CrossRefGoogle Scholar
  4. Brown, S., & Knight, P. (2004). Assessing learners in higher education. Abingdon: RoutledgeFalmer.Google Scholar
  5. Burnard, P. (2004). Writing a qualitative research report. Nurse Education Today, 24, 174–179.Google Scholar
  6. Carless, D., Joughin, G., & Liu, N. (2006). How assessment supports learning: Learning-oriented assessment in action. Hong Kong: Hong Kong University Press.CrossRefGoogle Scholar
  7. Cowdroy, R., & William, A. (2006). Assessing creativity in the creative arts. Art Design and Communication in Higher Education, 5(2), 97–117.CrossRefGoogle Scholar
  8. Devlin, M., & Samarawickrema, G. (2010). The criteria of effective teaching in a changing higher education context. Higher Education Research and Development, 29(2), 111–124.CrossRefGoogle Scholar
  9. Dowden, T., Pittaway, S., Yost, H., & McCarthy, R. (2013). Students’ perceptions of written feedback in teacher education: Ideally feedback is a continuing two-way communication that encourages progress. Assessment & Evaluation in Higher Education, 38(3), 349–362.CrossRefGoogle Scholar
  10. Eshun, E. F., & Osei-Poku, P. (2013). Design students’ perspectives on assessment rubric in studio-based learning. Journal of University Teaching & Learning Practice, 10(1), 1–13.Google Scholar
  11. Hendry, G. D., & Anderson, J. (2013). Helping students understand the standards of work expected in an essay: Using exemplars in mathematics pre-service education classes. Assessment and Evaluation in Higher Education, 38(6), 754–768.CrossRefGoogle Scholar
  12. Hendry, G. D., Armstrong, S., & Bromberger, N. (2012). Implementing standards-based assessment effectively: Incorporating discussion of exemplars into classroom teaching. Assessment and Evaluation in Higher Education, 37(2), 149–161.CrossRefGoogle Scholar
  13. Hendry, G. D., Bromberger, N., & Armstrong, S. (2011). Constructive guidance and feedback for learning: The usefulness of exemplars, marking sheets and different types of feedback in a first year law subject. Assessment and Evaluation in Higher Education, 36(1), 1–11.CrossRefGoogle Scholar
  14. McConlogue, T. (2012). But is it fair? Developing students’ understanding of grading complex work through peer assessment. Assessment and Evaluation in Higher Education, 37(1), 113–123.CrossRefGoogle Scholar
  15. Nulty, D. D. (2008). The adequacy of response rates to online and paper surveys: What can be done? Assessment and Evaluation in Higher Education, 33(3), 301–314.CrossRefGoogle Scholar
  16. Payne, E., & Brown, G. (2011). Communication and practice with examination criteria. Does this influence performance in examinations? Assessment and Evaluation in Higher Education, 36(6), 619–626.CrossRefGoogle Scholar
  17. Petty, G. (2009). Evidence-based teaching: A practical approach. Cheltenham: Nelson Thorne.Google Scholar
  18. Price, M., Handley, K., Millar, J., & O’Donovan, B. (2010). Feedback: All that effort, but what is the effect? Assessment and Evaluation in Higher Education, 35(3), 277–289.CrossRefGoogle Scholar
  19. Price, M., Rust, R., O’Donovan, B., Handley, K., & Bryant, R. (2012). Assessment literacy: The foundation for improving student learning. Oxford: OCSLD.Google Scholar
  20. Ramsden, P. (2003). Learning to teach in higher education. London: RoutledgeFarmer.Google Scholar
  21. Sadler, D. R. (2009). Grade integrity and the representation of academic achievement. Studies in Higher Education, 34(7), 807–826.CrossRefGoogle Scholar
  22. Smith, C. D., Worsfold, K., Davies, L., Fisher, R., & McPhail, R. (2013). Assessment literacy and student learning: The case for explicitly developing students ‘assessment literacy’. Assessment and Evaluation in Higher Education, 38(1), 44–60.CrossRefGoogle Scholar
  23. Williams, A., & Askland, H. H. (2012). Assessing creativity: Strategies and tools to support teaching and learning in architecture and design. Sydney, NSW: Office for Learning and Teaching. Retrieved from URL http://www.olt.gov.au/system/files/resources/PP9_1288_Williams_Report_2012.pdf.
  24. Wimshurst, K., & Manning, M. (2013). Feed-forward assessment, exemplars and peer marking: Evidence of efficacy. Assessment and Evaluation in Higher Education, 38(4), 451–465.CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media Dordrecht 2013

Authors and Affiliations

  1. 1.Institute for Teaching and LearningUniversity of SydneySydneyAustralia
  2. 2.Faculty of Architecture, Design and PlanningUniversity of SydneySydneyAustralia

Personalised recommendations