- Title
- Assessing creativity: academic and student perceptions
- Creator
- Askland, Hedda Haugen; Ostwald, Michael J.
- Relation
- Assessing Creativity: Supporting Learning in Architecture and Design p. 47-62
- Relation
- http://www.olt.gov.au/project-assessing-creativity-strategies-tools-uon-2009
- Publisher
- Australian Government Office for Learning and Teaching
- Resource Type
- book chapter
- Date
- 2012
- Description
- In 1992, Needer Teymur declared that '[a]rchitectural education is in crisis.' His claim was based on personal observations of an educational system that, in his view, was 'underwritten by the systems of public funding, validation of qualifications and professional registration' (Teymur 1992: 14). Twenty years later, the triad of education, profession and social context continues to place pressure on architectural and design education, and questions concerning how the discipline can balance professional and academic requirements and remain relevant. This is particularly important in relation to the question of assessment which, as argued by Nicol and Pilling ( 2000: 20), represents 'the most significant influence on learning and on the development of professional abilities in schools of architecture: Assessment supports students' present and long term learning goals and, in practice, 'it tends to dominate the priorities and general ethos of education' (Robinson 2011: 275). However, as established on a number of occasions in this book, the issue of assessment is not straightforward. The architecture and design disciplines remain engaged in an ongoing mediation process balancing their historical reliance on a personal, apprentice,based pedagogy with the contemporary demands of effective methods for instruction that accommodate high student, staff ratios. Moreover, architecture and design are engaged in a struggle to maintain a balance between professional culture - with its acceptance of subjective judgement by expert designers - and the quality assurance expectations of modern higher,education institutions. The juxtaposition of disciplinary values and higher,education practices is particularly evident in relation to the question of assessing creativity, a task which is more complex and nuanced than the assessment of technical skills and factual knowledge.
- Subject
- architectural education; assessment; creativity; design education
- Identifier
- http://hdl.handle.net/1959.13/1053383
- Identifier
- uon:15578
- Identifier
- ISBN:9780980554540
- Language
- eng
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