This study examined students’ perspectives on the use of assessment criteria and rubrics in graphic design studio at Kwame Nkrumah University of Science and Technology, Ghana. This assessment strategy was introduced with the desire to improve students’ participation and involvement in studio-based learning programme. At the end of the semester, a questionnaire was used to gather responses from a sample of 108 students about their opinions on the use of assessment rubric. Analyses of the data collected demonstrate that students were generally positive about the use of rubric in the peer assessment process. Descriptive statistics showed that 86% of the students agreed that assessment criteria helped them in their learning; they found the peer assessment process as a valuable learning experience and 46% contended that they needed training in the use of assessment rubric. The results further suggest 89% of the respondents agreed that the use of assessment rubric enabled them to socially interact. The conclusion drawn from the evidence is that using assessment rubric directed learning activities and can have positive implications for the learning experience in studio-based learning.
Eshun, E. F., & Osei-Poku, P. (2013). Design Students Perspectives on Assessment Rubric in Studio-Based Learning. Journal of University Teaching & Learning Practice, 10(1). https://doi.org/10.53761/188.8.131.52