Incorporating Students’ Perspectives into Assessment Measures
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
Recommended Citation
Murray, Bernie, "Incorporating Students’ Perspectives into Assessment Measures" (2015). SoTL Commons Conference. 52.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2015/52
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.
