A comparative study exploring the impact of assessment criteria on eliciting graphical capability

Seery, N. and Lane, D. and Canty, D. (2012) A comparative study exploring the impact of assessment criteria on eliciting graphical capability. [Conference Proceedings]

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Much of formal educational provision correctly focuses on developing critical numeracy and literacy skills. Contemporary living in a digital image culture supports education now developing what Fish1 describes as our visualizing instinct. At second level the national graphics curriculum in - has moved from Technical Drawing (TD) to Design and Communication Graphics (DCG). The traditional vocational focus is now replaced with learning graphics through design driven activities, which encourage outcomes of innovation and creativity. While students still develop subject specific content knowledge, drafting skills and communication skills, the approach to learning is concerned with the design process as a vehicle for transferable learning. Capturing the process of learning and not the product can be a challenge for conventional assessment methods. This paper explores the impact of determinist and non-determinist approaches to assessment on the nature and outcomes of the learning activity. The method employed an off-set cohort analysis type study to explore the performance and output of two homogenous groups of initial teacher education students (stratified sample n=40). Group one were given defined assessment criteria, while the second group were expected to define the criteria based on their definition of graphical capability. The paper highlights the variance between groups in selecting, applying and executing appropriate graphical principles and medium, while solving an identical design brief. The paper concludes by highlighting the importance of understanding the impact of assessment criteria on student performance. Students, who constructed not only their own meaning, but also the rationale for their meaning, demonstrated a higher level of graphical capability. © 2012 American Society for Engineering Education.

Item Type: Conference Proceedings
Additional Information: Conference code: 91898; Export Date: 23 February 2015; Correspondence Address: Seery, N.; University of LimerickIreland; References: Fish, J., Scrivener, S., Amplifying the mind's eye: Sketching and visual cognition (1990) Leonardo, 23, pp. 117-126; Norman, E., Seery, N., (2010) IDATER Graphicacy and Modelling, , Loughborough; Ritz, J., A new generation of goals for technology education (2009) Journal of Technology Education, 20 (2), pp. 50-64; Rasinen, A., An analysis of the technology education curriculum of six countries (2003) Journal of Technology Education, 15 (1), pp. 31-47; Dunbar, R., (2010) Informing Technology Teacher Education; Exploring the Effects of Contemporary Teaching and Learning, , PhD Thesis, University of Limerick; Ferguson Eugene, S., (1993) Engineering and the Mind's Eye, , Cambridge Mass, MIT Press; Dakers, J., The hegemonic behaviorist cycle (2005) International Journal of Technology and Design Education, 15, pp. 111-126; Hansen, R., Technological learning and thinking: A statement on the pedagogical terrain (2010) TL&T Conference, Vancouver, , British Columbia June 17-21, 2010; McGarr, O., The elephant in the room: The influence of prevailing pedagogical practice on the integration of Design and Communication Graphics in the post-primary classroom (2010) Graphicacy and Modelling, pp. 121-129. , Norman, E. and Seery, N. (Eds); Seery, N., Lane, D., Canty, D., Pedagogical challenges facing design and communication (2010) Proceeding of the 65th Engineering Design Graphics Division of the ASEE Mid Year Conference, , Michigan; Wiliam, D., What counts as evidence of educational achievement? the Role of constructs in the pursuit of equity in assessment (2010) Review of Research in Eduaction, 34, p. 254; Hanson, F.A., (1993) Testing Testing: Social Consequences of the Examined Life, , Berkeley: University of California Press; Davies, A., Assessment and transferable skills in art and design (1996) International Journal of Art and Design Education, 3, pp. 327-331; Baynes, K., Models of Change: The future of design education (2010) Design and Technology: An International Journal, 15 (3), pp. 10-17; Pryor, J., Torrence, H., Formative assessment in the classroom: Where psychological theory meets social practice (1998) Social Psychology of Education, 2, pp. 151-176; Sadler, D., Royce, Formative assessment and the design of instructional systems (1989) Instructional Science, 18, pp. 119-144; Rust, C., O'donovan, B., Price, M., A social constructivist assessment process model: How the research literature shows us this could be best practice (2005) Assessment & Evaluation in Higher Education, 30 (3), pp. 231-240; Lane, D., Seery, N., Gordon, S., A paradigm for promoting visual synthesis through freehand sketching (2010) Design and Technology Education: An International Journal, 15 (3), p. 23; Kimbell, R., Stables, K., Wheeler, T., Wosniak, A., Kelly, V., The assessment of performance in design and technology (1991) School Examinations and Assessment Council/Central Office of Information, , London; Barrett, H., Carney, J., Conflicting paradigms and competing purposes in electronic portfolio development (2005) Educational Assessment; Paulson, F.L., Paulson, P.R., (1994) Assessing Portfolios Using the Constructivist Paradigm, , American Educational Research Association; Argyris, C., Teaching smart people how to learn (1991) Harvard Business Review, 4, p. 2; Sinatra, G., Southerland, S., Intentions and beliefs in students' understanding and acceptance of biological evolution (2003) Journal of Research in Science Teaching, 40 (5), pp. 510-528; Paulsen, M., Feldman, K., Student motivation and epistemological beliefs (1999) New Directions for Teaching and Learning 1999, 78, pp. 17-25; Barlex, D., Trebell, D., Design-without-make: Challenging the conventional approach to teaching and learning in a design and technology classroom (2008) International Journal of Technology Design Education, pp. 119-138
Uncontrolled Keywords: Assessment; Design graphics; Assessment criteria; Assessment methods; Communication skills; Comparative studies; Content knowledge; Design brief; Design process; Digital image; Learning Activity; Second group; Second level; Student performance; Subject-specific; Teacher education; Technical drawing; Communication; Curricula; Design; Drawing (graphics); Engineering education; Exhibitions; Vehicle to vehicle communications; Students
Depositing User: National Forum
Date Deposited: 06 Dec 2015 18:37
Last Modified: 11 Dec 2015 08:01
URI: http://eprints.teachingandlearning.ie/id/eprint/3689

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