Literaturnachweis - Detailanzeige
| Autor/inn/en | Kincade, Doris H.; Turner, Windi D.; Solis, Oscar J.; Dull, Elizabeth H. |
|---|---|
| Titel | Assessing Millennials in College-Level Fashion Design Studios: A Study of Evidence-Based Practice |
| Quelle | In: International Journal of Art & Design Education, 38 (2019) 1, S.47-59 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1476-8062 |
| DOI | 10.1111/jade.12167 |
| Schlagwörter | Clothing; Feedback (Response); Criticism; College Faculty; College Students; Studio Art; Student Evaluation; Evidence Based Practice; Comparative Analysis; Grades (Scholastic); Scoring Rubrics; Meetings; Teacher Student Relationship; Design; Student Projects; Student Reaction; Learner Engagement |
| Abstract | Providing quality feedback that is both positive and effective while maintaining the required student grade confidentiality is a conundrum for faculty. This issue is particularly complex for faculty teaching studio courses (e.g. fashion design) with performance or creativity components where feedback has traditionally been given publicly as desktop reviews in the open studio. The difficulty of giving feedback in the studio-style classroom is compounded when teaching millennial college students who tend to reject any criticism, public or otherwise, of their work. Previous research on assessment, rubrics and feedback as well as personal experience with studio classes provide background to this evidenced-based study comparing three feedback and delivery methods: abbreviated rubric, extensive rubric and one-to-one meetings (e.g. dialogical assessment) guided by a project list. Grade consistency and ranking of grades were evaluated. Studio projects from a fashion design course were graded across two semesters using the multiple methods. Comparisons were made based on: (a) student reaction, (b) quality of rework and (c) time to grade. The outcomes showed that the one-to-one meetings as a feedback and delivery method of assessment had several benefits over two other methods, including added student engagement and improvement of rework. (As Provided). |
| Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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