ERIC Number: EJ1014653
Record Type: Journal
Publication Date: 2013-Jun
Abstractor: As Provided
Assessment as a Barrier in Developing Design Expertise: Interior Design Student Perceptions of Meanings and Sources of Grades
Smith, Kennon M.
International Journal of Art & Design Education, v32 n2 p203-214 Jun 2013
This article reports on a portion of a larger qualitative study focused on a group of interior design students' perceptions of their educational experiences. Twelve interior design students enrolled in their final studio course participated in interviews intended to elicit their perceptions of key barriers encountered during their undergraduate design school experience. Among students' perceived barriers to learning, studio project grades figured so prominently that they are the focus of this article. Interviews were transcribed, coded and analysed using a constant comparative approach. Themes were developed to describe the students' conceptions of meanings and sources of grades. Interactions among main themes are examined and implications for future research are addressed.
Descriptors: Interior Design, Undergraduate Students, Student Attitudes, Student Experience, Educational Experience, Barriers, Grades (Scholastic), Student Evaluation, Student Projects, Studio Art, Interviews, Semi Structured Interviews, Qualitative Research
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: firstname.lastname@example.org; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A