Proposal Title

Incorporating Students’ Perspectives into Assessment Measures

Proposal Abstract

Proposal Topic: Assessment

Incorporating Students’ Perspectives into Assessment Measures

Bernie Murray

Ryerson University

Abstract

This study explored students’ perspectives about creativity and criteria for assessment in a design and communication program. The purpose was to obtain essential criteria for product evaluation in order to develop appropriate assessment rubrics for creative work. Personal interviews with nine participants provided rich data for this study. Participants described assignments as containing copious guidelines limiting their inspiration and expression. They wanted criteria to guide them to be successful. Themes emerged about the criteria for rubrics in assessment including the preparation, process, and product. Participants requested criteria as inspiration; process of work; work effort and ethic; skill or quality; and application of techniques. Feedback was critical to advance them to higher grades. Therefore, teachers’ written comments were essential as well as assignments that allowed them to incorporate new ideas, interests, and creative expression. They wanted opportunities for exploration, risk-taking, and problem finding. This session will inform the audience about the participants who are creative individuals as well as their preferences about assessment and learning. New rubrics developed from this research study will be available for the presentation.

Location

Rooms 113 & 115

Publication Type and Release Option

Presentation (Open Access)

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Mar 26th, 5:00 PM Mar 26th, 6:00 PM

Incorporating Students’ Perspectives into Assessment Measures

Rooms 113 & 115

Proposal Topic: Assessment

Incorporating Students’ Perspectives into Assessment Measures

Bernie Murray

Ryerson University

Abstract

This study explored students’ perspectives about creativity and criteria for assessment in a design and communication program. The purpose was to obtain essential criteria for product evaluation in order to develop appropriate assessment rubrics for creative work. Personal interviews with nine participants provided rich data for this study. Participants described assignments as containing copious guidelines limiting their inspiration and expression. They wanted criteria to guide them to be successful. Themes emerged about the criteria for rubrics in assessment including the preparation, process, and product. Participants requested criteria as inspiration; process of work; work effort and ethic; skill or quality; and application of techniques. Feedback was critical to advance them to higher grades. Therefore, teachers’ written comments were essential as well as assignments that allowed them to incorporate new ideas, interests, and creative expression. They wanted opportunities for exploration, risk-taking, and problem finding. This session will inform the audience about the participants who are creative individuals as well as their preferences about assessment and learning. New rubrics developed from this research study will be available for the presentation.