- Title
- Assessment regimes: patterns of creative evaluation in architecture and design
- Creator
- Ostwald, Michael J.; Askland, Hedda Haugen
- Relation
- Assessing Creativity: Supporting Learning in Architecture and Design p. 81-100
- 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 previous scholarship about the appraisal or evaluation of creative works there was a tendency to focus either on particular types of assessment - like the crit, the esquisse or the portfolio review - or on overarching themes of assessment, including the difference between formative and summative assessment (e.g. Anthony 1991; Cimer 2011; Contreras-McGavin & Kezar 2007; Hattie & Timperley 2007; Knight 2002; Nicol & Macfarlane-Dick 2006; Yorke 2003). Both of these areas of research are important and each assists the teacher, student or accrediting body to understand or improve particular assessment practices. Another feature of much past research in this area is the tension between the need to assess and the desire to retain a broad and inclusive definition of creativity (Williams, Ostwald & Askland 2010a). Indeed, the overarching purpose of the present book is to consider the assessment of creativity in an educational context that requires repeatable, equitable and accountable processes. However, one facet of the problem of assessing creativity that is rarely noted is the way in which the act of evaluation almost always occurs as part of a larger pattern of similar events. That is, students are assessed on multiple occasions and in many different ways during the period of their studies. Moreover, the combination of assessment types and processes is almost always predetermined along with its sequence, timing and structure. In this chapter, the pattern of evaluation is called the assessment regime; it is a system with structure, expectations, rules and underlying principles that defines the combination of assessment events. The word 'regime' is used advisedly, despite its potential political and ideological connotations, to remind the reader that various values and beliefs are necessarily embedded in any pattern of assessment.
- Subject
- architecture assessment; design assessment; creativity; evaluation
- Identifier
- http://hdl.handle.net/1959.13/1053377
- Identifier
- uon:15576
- Identifier
- ISBN:9780980554540
- Language
- eng
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