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Intersections: the utility of an assessment for learning discourse for design educators

journal contribution
posted on 06.02.2013, 13:52 by Erik Bohemia, Kerry Harman, Liz McDowell
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.

History

School

  • Design

Citation

BOHEMIA, E., HARMAN, K. and MCDOWELL, L., 2009. Intersections: the utility of an assessment for learning discourse for design educators. Art, Design and Communication in Higher Education, 8 (3), pp. 123 - 134.

Publisher

© Intellect

Version

VoR (Version of Record)

Publication date

2009

Notes

Closed access. This article was published in the journal, Art, Design and Communication in Higher Education [© Intellect] and the definitive version is available at: http://dx.doi.org/10.1386/adch.8.2.123/1

ISSN

1474-273X

eISSN

2040-0896

Language

en