Authentic assessment For autonomous learning

Research output: Chapter in Book/Report/Conference proceedingConference contributionAcademicpeer-review

Abstract

Industrial Design at Eindhoven University of Technology focuses on designing intelligent systems, products and related services for societal transformation. Our holistic and integrative approach to learning clearly shows in the end-ofterm assessments. Students are not assessed at the level of curricular learning activities. Instead, the assessment focuses on students’ overall development, which can range from ‘blank’ to ‘visionary’. Key elements of the assessment are the end-of-term exhibition, a review of students’ showcase, and a meeting between student and assessor. In their interactive and integrative showcase (portfolio) students demonstrate their development as a designer, fitted in with their past and envisioned future development. In the paper we explain the rationale behind the assessment and illustrate how the assessment works in practice. At the conference we will review our most recent initiative: the first version of our augmented frame of reference.
LanguageEnglish
Title of host publicationConnectED2010 International Conference on Design Education
Place of PublicationSydney
PublisherUniversity of New South Wales
Pages1-5
ISBN (Print)978-0-646-54506-6
StatePublished - 2010
Event2nd International Conference on Design Education (ConnectED 2010), 28 June - 1 July, Sydney, Australia - Sydney, Australia
Duration: 28 Jun 20101 Jul 2010

Conference

Conference2nd International Conference on Design Education (ConnectED 2010), 28 June - 1 July, Sydney, Australia
Abbreviated titleConnectED 2010
CountryAustralia
CitySydney
Period28/06/101/07/10

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Vinke, A. A., & Hummels, C. C. M. (2010). Authentic assessment For autonomous learning. In ConnectED2010 International Conference on Design Education (pp. 1-5). Sydney: University of New South Wales.
Vinke, A.A. ; Hummels, C.C.M./ Authentic assessment For autonomous learning. ConnectED2010 International Conference on Design Education. Sydney : University of New South Wales, 2010. pp. 1-5
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Vinke, AA & Hummels, CCM 2010, Authentic assessment For autonomous learning. in ConnectED2010 International Conference on Design Education. University of New South Wales, Sydney, pp. 1-5, 2nd International Conference on Design Education (ConnectED 2010), 28 June - 1 July, Sydney, Australia, Sydney, Australia, 28/06/10.

Authentic assessment For autonomous learning. / Vinke, A.A.; Hummels, C.C.M.

ConnectED2010 International Conference on Design Education. Sydney : University of New South Wales, 2010. p. 1-5.

Research output: Chapter in Book/Report/Conference proceedingConference contributionAcademicpeer-review

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N2 - Industrial Design at Eindhoven University of Technology focuses on designing intelligent systems, products and related services for societal transformation. Our holistic and integrative approach to learning clearly shows in the end-ofterm assessments. Students are not assessed at the level of curricular learning activities. Instead, the assessment focuses on students’ overall development, which can range from ‘blank’ to ‘visionary’. Key elements of the assessment are the end-of-term exhibition, a review of students’ showcase, and a meeting between student and assessor. In their interactive and integrative showcase (portfolio) students demonstrate their development as a designer, fitted in with their past and envisioned future development. In the paper we explain the rationale behind the assessment and illustrate how the assessment works in practice. At the conference we will review our most recent initiative: the first version of our augmented frame of reference.

AB - Industrial Design at Eindhoven University of Technology focuses on designing intelligent systems, products and related services for societal transformation. Our holistic and integrative approach to learning clearly shows in the end-ofterm assessments. Students are not assessed at the level of curricular learning activities. Instead, the assessment focuses on students’ overall development, which can range from ‘blank’ to ‘visionary’. Key elements of the assessment are the end-of-term exhibition, a review of students’ showcase, and a meeting between student and assessor. In their interactive and integrative showcase (portfolio) students demonstrate their development as a designer, fitted in with their past and envisioned future development. In the paper we explain the rationale behind the assessment and illustrate how the assessment works in practice. At the conference we will review our most recent initiative: the first version of our augmented frame of reference.

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Vinke AA, Hummels CCM. Authentic assessment For autonomous learning. In ConnectED2010 International Conference on Design Education. Sydney: University of New South Wales. 2010. p. 1-5.