Assessment towards Innovation: Examining Feedback Methods in the Design Studio

Abstract

In higher education creative disciplines are often acknowledged as lacking formal student assessment methods which illustrate both depth and consistency. Much to the frustration of students, the markers of successful design projects are frequently defined by seemingly subjective nuances, providing obstacles to those looking for tangible ways to increase their skill sets. At the core of a design education, the studio must lead the way in providing clear feedback, essential to the development of the varied facets of design. In alignment with student needs for reliable communication, the academic environment is progressively becoming more moderated. Often, instructors are required to provide quantifiable measures of assessment to governing and accrediting bodies. Without exams or papers, studio projects are likely to use rubrics, many of which have been adapted from more objective disciplines. This paper seeks to formulate strategies for assessment in design education that can assist students in achieving course outcomes while providing feedback in a clear and balanced manner. How can assessment act as a means to continually move student designs not just toward success, but also innovation? How does one effectively evaluate creativity, curiosity and even risk taking? Following interior design students over the course of a semester, this case study documents the success rate of various forms of assessment used to deliver feedback. Methods included analytic scoring scales, primary trait analyses and collaboratively developed rubrics. Using focus groups, surveys and written prompts, students reflected on how beneficial each method was to improving their understanding of excellence in design. The instructor also reflected on how useful each was in assessing the achievement of teaching methods and course learning outcomes.