Mapping elements of assessment for learning within a global design studio
This paper explores the utility of an Assessment for Learning discourse for articulating the curriculum design, delivery and assessment strategies employed in a Design Studio module currently being delivered in the UK. Our focus is on the Global Studio, a design module conducted at Northumbria University. Using a case study methodology with the aim of compiling rich, practice-based knowledges [1, 2], we draw on data gathered throughout the development and delivery of a this module in order to undertake our analysis. We suggest that many Assessment for Learning elements were implicitly embedded in the Global Studio. We propose that Assessment for Learning may provide a useful conceptual frame for exploring pedagogical practices and student learning experiences in the Design Studio.