Seery, N., & Lane, D., & Canty, D. (2012, June), A comparative study exploring the impact of assessment criteria on eliciting graphical capability  Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--20789

\bibitem{asee_peer_20789}
  Seery, N., \& Lane, D., \& Canty, D. (2012, June), \emph{A comparative study exploring the impact of assessment criteria on eliciting graphical capability}
  Paper presented at 2012 ASEE Annual Conference \& Exposition, San Antonio, Texas.
  10.18260/1-2--20789

Niall Seery, Diarmaid Lane, and Donal Canty.  "A comparative study exploring the impact of assessment criteria on eliciting graphical capability".  2012 ASEE Annual Conference & Exposition, San Antonio, Texas, 2012, June.  ASEE Conferences, 2012.  https://peer.asee.org/20789 Internet.  08 Dec, 2024

\bibitem{asee_peer_20789}
  Niall Seery, Diarmaid Lane, and Donal Canty.
  "A comparative study exploring the impact of assessment criteria on eliciting graphical capability".
  \emph{2012 ASEE Annual Conference \& Exposition, San Antonio, Texas, 2012, June}.
  ASEE Conferences, 2012.
  https://peer.asee.org/20789 Internet.  08 Dec, 2024

@INPROCEEDINGS{asee_peer_20789
author = "Niall Seery, Diarmaid Lane, and Donal Canty"
title = "A comparative study exploring the impact of assessment criteria on eliciting graphical capability"
booktitle = "2012 ASEE Annual Conference \& Exposition"
year = "2012"
month = "June"
address = "San Antonio, Texas"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/20789}
number = {10.18260/1-2--20789}
}

TY  - CPAPER
AB  -      A comparative study exploring the impact of assessment criteria on                       eliciting graphical capabilityMuch of formal educational provision correctly centres on developing critical numeracy andliteracy skills. Contemporary living in a digital image culture supports education nowdeveloping what Fish (1990) describes as the visualising instinct. Efforts have begun toinitiate a dialogue on developing graphicacy (Norman and Seery, 2011) as a broaderconception of what is critical education. Graphicacy, best described as the intellectualprocess of acquiring and communicating meaning from visual images and forms, requireseducation to question the definition of current graphics based courses. What is it we teachwhen we teach graphics?Capturing the process of learning and not the product can be a challenge for conventionalassessment methods. Research in Art and Design Education (Davies, 1996) and Design andTechnology Education (Baynes 2010) highlight that the focus of assessment tends to be onthe artefact/product and not on the process of learning, resulting in students being preventedfrom developing learning heuristics. This paper explores the impact to using explicit andnon-explicit assessment criteria on the nature and outcomes of the learning activity ingraphical education.The method employed an off-set cohort analysis type study to explore the performance andoutput of two homogenous groups of initial teacher education students (n=247). Group onewere given defined assessment criteria, while the second group were allowed to define thecriteria based on their definition of graphical capability. The paper reports on the variancebetween groups in selecting, applying and executing appropriate graphical principles andmedium, while solving an identical design brief.The paper concludes by highlighting the importance of understanding the impact ofassessment criteria on student performance. Supporting the double looped system ofeducation Arygris (1974), this paper illustrates how students who constructed not only theirown meaning, but also the rationale for meaning, performed significantly better in thegraphics based design task.
AU  - Niall Seery
AU  - Diarmaid Lane
AU  - Donal Canty
CY  - San Antonio, Texas
DA  - 2012/06/10
PB  - ASEE Conferences
TI  - A comparative study exploring the impact of assessment criteria on eliciting graphical capability
UR  - https://peer.asee.org/20789
DO  - 10.18260/1-2--20789
ER  -