A model for holistic studio assessment in the creative disciplines

Abstract

A key issue facing educators in studio is deciding on what to focus when assessing creative work. Some studio educators highlight that assessment of creative work throws up challenges, because of the very complex nature of getting to the final 'creative' artifact. Whether assessment should focus on the 'process', the 'person' and/or the 'product' in the creative disciplines remains under debate today. In this paper, we present a model developed to guide holistic assessment in studio in the disciplines of Architecture, Art and Design. The model is designed to engage teachers and students in assessing creative practice and focuses on outcome dimensions (product, process and person), knowledge and skills (underpinning content knowledge and core skills) and reflective and professional practice (acting and thinking like an architect, artist or designer and industry capability). The model is based on good assessment practices and a synthesis of findings from a study that explored what these three disciplines appeared to value as the outcomes of learning in studio. As a result, the model is underpinned by a conceptual paradigm that holistically values the person's (well)being, the process and the product; seeing all three as being integral to good learning experiences and outcomes in studio. It also recognises the different emphasis likely in each discipline, given that each of the disciplines privileged different aspects of learning in their publications on studio. Overall, the model acknowledges the different disciplinary perspectives, highlights holistic assessment of learning that is explicit, fair and balanced and is aimed at engaging both teachers and students and good assessment practices.