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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/5582

Title: Developing Innovative Assessment Strategy To Foster Creativity Development In Graphic Design Studio
Authors: Eshun, Eric Francis
Issue Date: 29-Jun-2012
Abstract: This study examines the potential impact of the development and implementation of peer assessment practices in graphic design studios to improve teaching and learning as well as foster creativity development among Communication Design students in higher education. The data were collected from Communication Design students at the Kwame Nkrumah University of Science and Technology in Ghana. Anaction research which used mixed method (qualitative and quantitative methods) was adoptedto capture students’ perceptions of the use of assessment rubric in peer assessment in various aspects of presentation quality and studio critique.The survey of student perceptions of peer assessment on student creativity development indicates that students seem to appreciate the social interaction and studio readiness the assessment strategy offers them in addition to the potential outgrowth professional development.Only information of one cycle of action research was used to measure students’ perspectives on innovative assessment practices.The findings from this study suggest that students’ assessment literacy can be improved through ongoing, sustained professional development, with the aid of an in-school professional learning community. Actualizing assessment reform at the design studio or classroom level is a long-term endeavour that would not happen as result of a single workshop. Using the opportunity provided under this research initiative, it is important to ensure that the planning, implementation, and perhaps evaluation of student professional development programmes is more systematic.
Description: A dissertation submitted to the Department of General Art Studies, Kwame Nkrumah University of Science and Technology in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Art Education, June-2012
URI: http://hdl.handle.net/123456789/5582
Appears in Collections:College of Arts and Social Sciences

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