Assessing quality of student learning in design

Research output: Contribution to conference (non-published works)Paper

Abstract

This paper is about ongoing action research on developing pedagogy to teach a basic design module in multidisciplinary university setting. Over the past few years changes were made to teaching approaches, curriculum and learning environment for this module to improve quality of student learning. Most of these changes were made based on quality of student learning outcome. Initially, assessment of student learning was mostly based on teacher's perception. It soon became evident that this method of student learning assessment is very subjective and may lead to teacher-centered learning. Research evidence points out that teacher-centered learning environment encourage students to take surface learning approach [1]. Which is not desirable because, approach that a student takes to learning has an impact on the quality of that learning [2]. In short, a deep approach is characterized by student's attempt to make sense of the subject. A surface approach is characterized by student learning by rote. In this paper results of recent study on relationship between method of assessment and students approaches to learning approaches are shared.

Original languageEnglish
Pages51-56
Number of pages6
Publication statusPublished - 1 Dec 2006
Externally publishedYes
Event8th International Conference on Engineering and Product Design Education, E and DPE - Salzburg, Austria
Duration: 7 Sep 20068 Sep 2006

Conference

Conference8th International Conference on Engineering and Product Design Education, E and DPE
CountryAustria
CitySalzburg
Period7/09/068/09/06

Fingerprint

Students
learning
student
learning environment
teacher
Curricula
action research
Teaching
curriculum
university
evidence

Cite this

Reddy, G. R. (2006). Assessing quality of student learning in design. 51-56. Paper presented at 8th International Conference on Engineering and Product Design Education, E and DPE, Salzburg, Austria.
Reddy, Gudur Raghavendra. / Assessing quality of student learning in design. Paper presented at 8th International Conference on Engineering and Product Design Education, E and DPE, Salzburg, Austria.6 p.
@conference{cb60c19adb8645f1b68f9ae3557076b4,
title = "Assessing quality of student learning in design",
abstract = "This paper is about ongoing action research on developing pedagogy to teach a basic design module in multidisciplinary university setting. Over the past few years changes were made to teaching approaches, curriculum and learning environment for this module to improve quality of student learning. Most of these changes were made based on quality of student learning outcome. Initially, assessment of student learning was mostly based on teacher's perception. It soon became evident that this method of student learning assessment is very subjective and may lead to teacher-centered learning. Research evidence points out that teacher-centered learning environment encourage students to take surface learning approach [1]. Which is not desirable because, approach that a student takes to learning has an impact on the quality of that learning [2]. In short, a deep approach is characterized by student's attempt to make sense of the subject. A surface approach is characterized by student learning by rote. In this paper results of recent study on relationship between method of assessment and students approaches to learning approaches are shared.",
keywords = "Assessment, Design pedagogy, Learning approaches, Reflection, Student-centered learning, Studio-based teaching, Teacher-centered learning",
author = "Reddy, {Gudur Raghavendra}",
year = "2006",
month = "12",
day = "1",
language = "English",
pages = "51--56",
note = "8th International Conference on Engineering and Product Design Education, E and DPE ; Conference date: 07-09-2006 Through 08-09-2006",

}

Reddy, GR 2006, 'Assessing quality of student learning in design' Paper presented at 8th International Conference on Engineering and Product Design Education, E and DPE, Salzburg, Austria, 7/09/06 - 8/09/06, pp. 51-56.

Assessing quality of student learning in design. / Reddy, Gudur Raghavendra.

2006. 51-56 Paper presented at 8th International Conference on Engineering and Product Design Education, E and DPE, Salzburg, Austria.

Research output: Contribution to conference (non-published works)Paper

TY - CONF

T1 - Assessing quality of student learning in design

AU - Reddy, Gudur Raghavendra

PY - 2006/12/1

Y1 - 2006/12/1

N2 - This paper is about ongoing action research on developing pedagogy to teach a basic design module in multidisciplinary university setting. Over the past few years changes were made to teaching approaches, curriculum and learning environment for this module to improve quality of student learning. Most of these changes were made based on quality of student learning outcome. Initially, assessment of student learning was mostly based on teacher's perception. It soon became evident that this method of student learning assessment is very subjective and may lead to teacher-centered learning. Research evidence points out that teacher-centered learning environment encourage students to take surface learning approach [1]. Which is not desirable because, approach that a student takes to learning has an impact on the quality of that learning [2]. In short, a deep approach is characterized by student's attempt to make sense of the subject. A surface approach is characterized by student learning by rote. In this paper results of recent study on relationship between method of assessment and students approaches to learning approaches are shared.

AB - This paper is about ongoing action research on developing pedagogy to teach a basic design module in multidisciplinary university setting. Over the past few years changes were made to teaching approaches, curriculum and learning environment for this module to improve quality of student learning. Most of these changes were made based on quality of student learning outcome. Initially, assessment of student learning was mostly based on teacher's perception. It soon became evident that this method of student learning assessment is very subjective and may lead to teacher-centered learning. Research evidence points out that teacher-centered learning environment encourage students to take surface learning approach [1]. Which is not desirable because, approach that a student takes to learning has an impact on the quality of that learning [2]. In short, a deep approach is characterized by student's attempt to make sense of the subject. A surface approach is characterized by student learning by rote. In this paper results of recent study on relationship between method of assessment and students approaches to learning approaches are shared.

KW - Assessment

KW - Design pedagogy

KW - Learning approaches

KW - Reflection

KW - Student-centered learning

KW - Studio-based teaching

KW - Teacher-centered learning

UR - http://www.scopus.com/inward/record.url?scp=84859264199&partnerID=8YFLogxK

M3 - Paper

SP - 51

EP - 56

ER -

Reddy GR. Assessing quality of student learning in design. 2006. Paper presented at 8th International Conference on Engineering and Product Design Education, E and DPE, Salzburg, Austria.