Project Findings

In a study of architecture education in Australasia, Ostwald and Williams (2008) found that one of th emost contentious issues facing architecture and design education is the assessment of creativity.  This project questioned how creativity forms part of design and design processes, and considered the relationship between creative processes and design processes as they relate to design education.  The project provided a stimulus for engagement of the design education community in the questions related to the practices used to support, teach and assess creativity.

The project team has developed a four-part model for assessment in design education.  The model targets the assessment of creativity in design and outlines the different stages and the various facets of the assessment process.  Other outcomes include an outline and discussion of key assessment types, which identify typical challenges, ways of responding to these challenges and ways to ensure quality assessment when using the specific assessment types; a glossary of key terms that can promote a common understanding of creativity and assessment of creative work; and an outline and evaluation of typical assessment regimes and their strengths and weaknesses.