User Centered Design Assessment
There is evidence to suggest that students as co-creators and active participants in their learning experiences is the new way forward for higher education. (Collis & Moonen, 2005; McColloch 2009)
1. Establishing need.
The association of American colleges and Universities published a report calling for large scale curriculum reform in higher education to include learner centred assessments. Chauncery et al, 2004 published a tool to help teachers and learners find practical methods for creating a variety of alternative assessments.
A variety of assessments allows students the freedom to demonstrate skills and knowledge across a variety of contexts. (Ramsden, 2003)
2. Research survey, task model and persona.
Create a survey to establish the learner types within your group, studio, year or cluster.
A Task Model is part of the User Centered Design process and focuses on what people do when engaging with a product. This phase first looks at the entire assessment process before devising a unique assessment strategy.
3. Stakeholder [Student] Workshop.
Students were asked to create a new method of assessment for Visual Communication Students.
By defining learner types and feedback needs. Assessments can be tailored to each learner or group of similar learners.
The learners were split into for types, auditory, visual, kinaesthetic and read & write. They were also asked to identify their preferred feedback format (digital or handwritten) and finally the one-to-one time they would like with their tutor (10mins, 15mins, 20mins)
By creating a user driven process you’re not only involving students in the pedagogical process but also giving them ownership of the assessment and feedback process. Students therefore become active participants rather than passive recipients of opinions.