Assessment focus in studio: What is most prominent in architecture, art and design?

De La Harpe, B, Peterson, F, Frankham, N, Zehner, R, Neale, D, Musgrave, E and McDermott, R 2009, 'Assessment focus in studio: What is most prominent in architecture, art and design?', International Journal of Art and Design Education, vol. 28, no. 1, pp. 37-51.


Document type: Journal Article
Collection: Journal Articles

Title Assessment focus in studio: What is most prominent in architecture, art and design?
Author(s) De La Harpe, B
Peterson, F
Frankham, N
Zehner, R
Neale, D
Musgrave, E
McDermott, R
Year 2009
Journal name International Journal of Art and Design Education
Volume number 28
Issue number 1
Start page 37
End page 51
Total pages 15
Publisher Wiley-Blackwell Publishing Ltd.
Abstract What can be learned about assessment from what educators in the creative practices focus their studio publications on? What should form the focus of assessment in architecture, art and design studios? In this article we draw on 118 journal articles on studio published over the last decade in three disciplines; architecture, art and design to inform the focus of studio assessment. We believe that what is published by educators themselves in these disciplines reveals what matters most to them. In addition, we argue that regardless of the primary emphasis placed in each discipline, assessment in studio should encompass a broad set of indicators. Within the wider literature including in architecture, art and design, a view of assessment is emerging that recognises the process and the person, beyond a view that positions the product or art/design arte-fact above all else. Therefore, drawing on what educators in architecture, art and design mentioned most in the journal publications analysed, as well as the literature on good assessment, we offer a holistic model to guide and take studio assessment in the creative disciplines further.
Subject Curriculum and Pedagogy Theory and Development
DOI - identifier 10.1111/j.1476-8070.2009.01591.x
Copyright notice © 2009 NSEAD/Blackwell Publishing Ltd.
ISSN 1476-8062
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