Assessing creative outcomes in studio-based learning: a comparative assessment of analytical rubrics

Abstract

ABSTRACT This research investigates the level of agreement between instructors and their students regarding analytical rubrics within a creative design context. Current literature reports some tension and balance between users’ perspectives regarding key characteristics of rubrics which affects the learning process. Therefore, this paper compares instructors’ and students’ views regarding a) usability, b) design, and c) management of rubrics in three design programs. Quantitative and qualitative data were collected through questionnaires, results were presented as mean scores and relative importance rates (RII%), then ranked and compared. Findings showed more disagreement than agreement between the two user groups in several aspects regarding rubrics’ 1) perceived comprehension, 2) effectiveness, and 3) support of creative design learning. A noticeable gap was found in views about the functions of a rubric; while instructors recognized its evaluative role, students appreciated its reflective role in supporting meta-cognitive learning. Assessing design creativity held contradicting views, while more areas of agreement were found in terms of the rubrics’ design and perceived comprehension. Finally, this research highlights several pedagogical approaches to reduce perception gaps and create a shared understanding of the rubrics’ roles in supporting studio-based design learning, hence, optimizing its educational value to effectively assess creative design outcomes.