Developing assessment rubric in graphic design studio-based learning : experiments in active teaching in a case study

Abstract EN

Assessment is an integral part of the teaching and learning process as it determines whether or not the goals of education are being met.

Assessment support learning and it is usually the forefront of student’s perception of teaching and learning process.

It’s a fact that most creative art and design disciplines faced challenges in assessment.

Many studies showed the lack of using some assessments techniques for art and design by teachers in higher education.

Research like contest the measuring of creative process, discuss subjectivity and non-transparency, challenge unplanned assessment of creative outputs and the inconsistency in evaluating creative outcomes.

So training and guidance on the use of rubrics will help reduce the discrepancies, and intrinsically motivate students to use them for learning.

The study aim was to develop and involve rubric in graphic design assessment for case study in studio based learning course.

To determine how instructors assisted student’s response to variety of different types of active learning in case study for the Graphic design & illustration course.

The Case Study was undertaken by second-year Graphic Design students at the Emirates College of technology in UAE.

In this follow-up methodology, the researchers applied adult’s andragogy learning and teaching methods in project-based learning real case study.

The students were introduced for the first time to the use of assessment rubrics in assessing their creative performance.

This paper defines Performance assessment in active learning methods, present the role of rubric assessment, and offers suggestions for implementing it in assisting a case study in graphic design course, to develop and incorporate assessment procedures that allow creative ability to be assessed with greater transparency and objectivity.