Education guide 'Eindhoven designs' - Technische Universiteit ...

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Eindhoven designs / volume two 103 Chapter 8 Feedback, assessment and showcase Students’ learning, the learning environment and the assessment need to be aligned with one another. In our case this means that the way in which we approach assessment should be highly consistent with the constructivist perspective on learning. In order to achieve this we aim for a balance between ‘assessment of learning’ and ‘assessment for learning’.
104 Traditionally, assessment is considered to have a formative and a summative purpose. The formative goal of assessment is to provide qualitative information that facilitates, supports and enhances students’ learning process and achievement. This formative purpose is also referred to as ‘assessment for learning’. This notion stresses the interaction between assessment and learning: the focus is not only on the outcomes of learning but also on the process of learning. We use the notion of ‘feedback’ for this. Given the goal of feedback, typical feedback moments take place during a learning activity rather than after the conclusion of an activity. The summative goal of assessment is to collect information on the students’ achievement in order to take a formal decision on the student’s progress in the programme. This summative purpose is also referred to as ‘assessment of learning’: the focus is on the result of learning, not on the learning itself. We use the notion of ‘assessment’ for this summative or decision-taking function. Given the focus of our assessment, a typical assessment moment occurs at the conclusion of a semester. The way in which we have implemented feedback and assessment creates a balance between assessment for learning (facilitating learning) and assessment of learning (decide on the student’s progress). During the semester, students receive feedback on a regular basis and from various staff members whereas they are only assessed once, at the end of the semester. An assessment tool that serves both the assessment of and for learning is a showcase, or more commonly referred to in an educational setting as ‘portfolio’. Feedback As indicated before, feedback is a very powerful way of supporting and enhancing students’ learning. It provides them with qualitative information on how they learn (process) and on what they learn (results). Put differently, feedback helps students understand what their learning is about, give meaning to what they are doing, and construct knowledge. The scope of most feedback is a learning activity, the exception being competency coach feedback, which addresses students’ process of competency development over a semester as a whole (see chapter seven). The focus of feedback is on the quality of students’ deliverables, their design process, the competency area(s) they have developed within the learning activity, and their professional as well as personal attitude. With respect to the design process, the feedback addresses issues such as the quality of the performance of the various
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4 Table of contents 1 Foundation: I
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6 Photo by Bart van Overbeeke
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8 In 2001, TU/e started the Departm
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10 the edge of design, engineering
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Page 53 and 54: 52 Introduction Based on the depart
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Page 59 and 60: 58 hands (e.g. sketching, physical
Page 61 and 62: 60 Designing Business Processes Bri
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Page 81 and 82: 80 Competence of designing perspect
Page 83 and 84: 82 Deliverables The total of all de
Page 85 and 86: 84 Stages of growth as a designer S
Page 87 and 88: 86 society society society envision
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