[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-601610-105":3,"doc-detail-601610-en":80,"detail-sidebar-cat-0-en-105":98},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","involving-assessment-buddies-in-the-assessment-of-design-project-work","Involving Assessment Buddies in the Assessment of Design Project Work","","This paper examines the impact of a specially developed assessment and feedback system, the “Assessment Buddy” approach, introduced within a second-year industrial design module at Coventry University (UK). Developed to handle the complexity of assessing creative disciplines and to respond to student dissatisfaction reflected in the UK National Student Survey, the study uses student focus groups and questionnaires. Findings indicate a more flexible assessment approach for creative subjects and alignment with best practice in the NSS Student Charter, with phased rollout through later years.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/involving-assessment-buddies-in-the-assessment-of-design-project-work/601610/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/involving-assessment-buddies-in-the-assessment-of-design-project-work/601610.png","ImageObject",300,407,{"name":42,"@type":43},"anakgang17","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":30},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What is the “Assessment Buddy” system in this paper?","Question",{"text":62,"@type":63},"It is a specially developed assessment and feedback approach where designated peers act as “assessment buddies” who take notes during tutor feedback and help ensure the feedback reflects the assessment accurately.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"Why was the Assessment Buddy system developed?",{"text":67,"@type":63},"It was created to cope with the complexity of marking in creative subjects and to address student dissatisfaction with assessment and feedback, as evidenced by results from the UK National Student Survey.",{"name":69,"@type":60,"acceptedAnswer":70},"What do the student findings suggest about the system?",{"text":71,"@type":63},"Student focus groups and questionnaires indicate that the system enables a more flexible approach to assessing creative subjects and supports best practice outlined in the NSS Student Charter.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},601610,1792692289,{"code":4,"msg":81,"data":82},"success",{"doc_id":78,"user_id":83,"nickname":42,"user_avatar":84,"doc_module":4,"category_id":85,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":86,"file_id":87,"file_url":88,"file_type":89,"file_size":90,"view_count":30,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":91,"language":92,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":93,"faqs":94,"seo_title":95,"seo_description":12,"update_tm":96,"read_time":97},962090883568,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd",8,"Involving Assessment Buddies in the Assessment of Design Project Work  \nJane Osmond, Brian Clough, Coventry University  \nRESEARCH  \nAbstract  \nThis paper discusses the impact of a specially developed assessment and feedback system implemented within a second year industrial design module at Coventry University, UK.  \nThe ‘Assessment Buddy’ system was developed in response to the need for a successful assessment and feedback method that could cope with the complexities of a creative subject, and also in response to the need to address student dissatisfaction with assessment and feedback as evidenced by the regular UK National Student Survey.  \nThe findings from student focus groups and questionnaires show that the system offers the opportunity for a more flexible approach to the assessment of creative subjects and also speaks to best practice as outlined in the NSS Student Charter.  \nAt the time of writing the Assessment Buddy system is embedded in the second year assessment procedures for the automotive design course, and is being introduced into Year 3, with plans for Year 4 to follow.  \nKey words  \naction research, industrial design, Curriculum development, assessment  \nIntroduction  \nTo guard against a tendency to stifle creativity through assessment methods that ‘measure what is measurable [which] leaves innovation and creativity out in the  \ncold’(Kimbell 2002) there is a need for assessment methods within higher education that can cope with the complexity of marking within creative disciplines. It is widely acknowledged that assessment and feedback within creative disciplines can be problematic not only because judgements are subjective and are thus ‘complex and elusive’(Orr, 2010), but also due to the intertwined nature of the work. As Eca (2002) points out:  \n…artistic process is often a continuous development of all skills, understandings and criticism, it would narrow the concept of an artwork to limit it by the  \nfragmentation of the performance in separate  \nunits of achievement just because it is less problematic to assess.  \nThe need to address this complexity, especially when faced with a high number of assignment submissions, means art and design tutors are often faced with the time-consuming task of marking each on its individual merits. Because of the creative complexity, this often cannot be achieved successfully by using a standard assessment form that privileges summative marking. Therefore, summative marking schemes offer little value within a discipline that contains ambiguous terms such as‘creativity’ and ‘originality’ (Davies 2003) .  \nThis difficulty is reflected by Charyton and Merrill (2009) within engineering design, and resulted in the development of bespoke assessment tool, and Cowdroy and Wiliams (2006) who found themselves in the position of having to take time to establish clear assessment criteria for their design course in order to satisfy an Australian University’s demand that assessment criteria was not based on tacit knowledge.  \nTo address the need to more accurately assess creative work within a reasonable time-period, Brian Clough, a Coventry University tutor, designed and developed anew assessment method, entitled ‘Assessment Buddies’. Implemented during a studio ‘crit’ with a second-year cohort of industrial design students in 2009. Subsequently fine-tuned, the Assessment Buddy system is now in its third iteration, and this paper explores how successful it has been both with a student cohort who experienced the original and then with a cohort who experienced the finetuned system in 2010. In addition, there is a consideration of how well, or not, the system addresses the need for clarity of assessment in light of negative feedback around assessment from consecutive National Student Survey results (Orr, 2010), and also how it maps against the best practice outlined in the NSS Student Charter.  \nAssessment Buddies  \nThe Assessment Buddy system was originally introduced during an assessm","cbCaia3AmwVVIHoe","https://ap.wps.com/l/cbCaia3AmwVVIHoe","pdf",81231,6,"English","# Abstract\n# Introduction\n# Assessment Buddies\n## Original design and implementation\n## Fine-tuning and focus groups\n# Findings\n## Year 3 students","[{\"question\":\"What is the “Assessment Buddy” system in this paper?\",\"answer\":\"It is a specially developed assessment and feedback approach where designated peers act as “assessment buddies” who take notes during tutor feedback and help ensure the feedback reflects the assessment accurately.\"},{\"question\":\"Why was the Assessment Buddy system developed?\",\"answer\":\"It was created to cope with the complexity of marking in creative subjects and to address student dissatisfaction with assessment and feedback, as evidenced by results from the UK National Student Survey.\"},{\"question\":\"What do the student findings suggest about the system?\",\"answer\":\"Student focus groups and questionnaires indicate that the system enables a more flexible approach to assessing creative subjects and supports best practice outlined in the NSS Student Charter.\"}]","Involving Assessment Buddies in the Assessment of Design Project Work | PDF",1792092959,15,{"code":4,"msg":81,"data":99},[100,104,108,112,117,121,126,129,134,137,141],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":105,"show_sort_weight":106,"slug":107},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":109,"show_sort_weight":110,"slug":111},"Exam",70,"exam",{"id":113,"doc_module":4,"doc_module_name":25,"category_name":114,"show_sort_weight":115,"slug":116},5,"Comic",60,"comic",{"id":91,"doc_module":4,"doc_module_name":25,"category_name":118,"show_sort_weight":119,"slug":120},"Technology",50,"technology",{"id":122,"doc_module":4,"doc_module_name":25,"category_name":123,"show_sort_weight":124,"slug":125},7,"Healthcare",40,"healthcare",{"id":85,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":127,"slug":128},30,"research-report",{"id":130,"doc_module":4,"doc_module_name":25,"category_name":131,"show_sort_weight":132,"slug":133},9,"Religion & Spirituality",20,"religion-spirituality",{"id":132,"doc_module":4,"doc_module_name":25,"category_name":135,"show_sort_weight":132,"slug":136},"World Cup","world-cup",{"id":138,"doc_module":4,"doc_module_name":25,"category_name":139,"show_sort_weight":138,"slug":140},10,"Lifestyle","lifestyle",{"id":142,"doc_module":4,"doc_module_name":25,"category_name":143,"show_sort_weight":113,"slug":144},19,"General","general"]