RETHINKING ASSESSMENT FOR GENERATIVE DESIGN EDUCATION
Year: 2024
Editor: Grierson, Hilary; Bohemia, Erik; Buck, Lyndon
Author: Ndiaye, Yakhoub
Series: E&PDE
Institution: Singapore University of Technology and Design, Singapore
Page(s): 491 - 496
DOI number: 10.35199/EPDE.2024.83
ISBN: 978-1-912254-200
ISSN: 3005-4753
Abstract
Design is a generative activity able to stimulate complex generative change. Such activity and change are intensified within the hype of generative artificial intelligence in the notion of generativity. Within design education, students are engaged through generative actions, reasoning, behaviours, values, etc. that need to be better understood to account for their development and assessment. Recent research has called for a more in-depth engagement with such actions with respect to assessment theory in educational settings. Elaborating on the construct of generativity, I introduce and consider the notion of ‘generative learning’ as a new paradigm for design education consistent with how designers think in and on action. Contextualising these notions for design education allows to rethink and reposition design and design instructions as complex generative processes wherein assessment aims to value and to challenge those processes. This raises important questions such as how such generative design education is addressed. I discuss a few principles to support this new paradigm for contemporary design education.
Keywords: Assessment, Generative Learning, Generativity, Design Education, Generative Design