An interactive, experiential based learning experience includes all four psychological domains: the affective, behavioural, cognitive, conative (Hayes 1999) benefiting the creative/design context. Speaking about value-added learning evident at the end of the course (Entwhistle 2005; Anderson 2001) implies critical awareness and reflection with reference to the students’ ‘journey’. Hence, enhancing students’ responsibility towards their own learning, whilst encouraging a self-directed, autonomous approach, participants take responsibility non only of their own development/transformation (self-reflection), but also reflect critically upon achieved product outcomes (process evaluation). Therefore, the assessment is twofold and will be based on the following coursework at the end of the term:
Assessment 1 (two parts):
Type of Assignment:
The self-reflection highlights skill development processes within each of the 4 domains, equally weighted, whilst taking constraints and limitations into account. The self-reflection is a critical review about how learning might have occurred during the process of ‘undergoing’ and demonstrates which transformation processes have been achieved (backed-up via task-related/inter-related activities (linkages to process evaluation).
The process evaluation is the second part of the assessment, which guides the reader through and experiential action learning experience leading into a tangible ‘project outcome’ in the form of tangible products/services or ‘prototypes’. The process of ‘undergoing’ will be evaluated with reference to all steps of action undertaken. The process evaluation is the ‘platform’ upon which learning took place through engagement and involvement/commitment. Linkages to appendices provide further evidence.
Both parts of the assessment are equally weighted (50%/50%) and underpinned by recommended literature to strengthen the argumentation and to add credibility to the overall documentation.