Examining Graphic Design Students’ Attitudes toward Participative Assessment in Studio-Based Learning

Abstract

This study examines the potential impact of the development and implementation of innovative assessment practices in graphic design studio to improve teaching and learning and to foster creativity development among communication design students in a higher education. The data were collected from communication design students at the Kwame Nkrumah University of Science and Technology in Ghana. An action research which used qualitative method to capture students’ perceptions of the use of peer assessment in various aspects of studio critique. The conclusion reached is that while the introduction of peer assessment option may be time consuming for staff to develop, the benefits of an enhanced student-centered approach to assessment may be well worth this investment in time. The results should be of interest to those academics who are concerned with assessment of creative product in art and design schools and its impact on students’ achievement.

Keywords: Participative assessment, assessment, peer assessment, studio-based learning, qualitative study