Abstract:

An assessment of student’s learning progress in design disciplines is one of the most challenging issues, because of a large portion of subjectivity in evaluating the work of the student by the particular teacher. Usually, different teachers can grade a particular work of the student with two different grades, sometimes with radically different grades. The origin of this subjectivity lies in the traditional “master-apprentice” model of student-teacher relationship in design and art disciplines: master’s vision is the only truth and the only basis of the assessment, and it’s pure subjective.

This paper describes possible methods to overcome such subjectivity, discusses the best practices of the implementation of the assessment in design and art disciplines. The author also describes implementation of such objective assessment in the online or blended learning, proposes a scheme of balancing subjective and objective parts of the assessment, considers the advantages of the balanced scheme for the assessment.

Keywords:

Assessment in design, objective assessment, subjective/objective balancing.