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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/4471

Title: Report on the Action Research Project on Adopting Innovative Assessment for Learning (AfL) in Communication Design in Higher Education (HE)
Authors: Eshun, Eric Francis
Keywords: Peer assessment
Criterion-referenced assessment
Higher education
Communication design
Issue Date: 14-Aug-2011
Abstract: This is a report on an action research project which introduces peer assessment and the use of criterion-referenced assessment method in studio critiques to communication design students at Kwame Nkrumah University of Science and Technology, Ghana. This assessment strategy was introduced with the desire for improved education, studio participation and increase students’ involvement in assessment for learning in developing world university design studios with large student numbers. It documents a teacher-initiated, studio-based action research which turned graphic design studio activities from the traditional pedagogy into innovative one. Respondents came from a sample of 140 average-ability students from second year studio in the Department of Communication Design, KNUST. Descriptive statistics showed that 80% of students agreed that peer assessment helped them in learning, with 86% agreeing they found the peer assessment process as a valuable learning experience and 46% contended that they needed training in the use of assessment rubric. The outcome of the analysis of interviews further suggests 89% of the respondents agreed that the peer assessment enabled them to interact more. The conclusion drawn from the evidence is that using peer assessment and criterion-referenced assessment method directed learning activities and can have positive implications for the learning experience in project-based learning.
Description: This is a Conference Proceedings presented at the Design, Development & Research,on 26-27th September, 2011,Cape Town, South Africa
URI: http://hdl.handle.net/123456789/4471
Appears in Collections:College of Arts and Social Sciences

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