content analysis of students portfolio for creativity - a methodological gap
How do we assess students' creative work with different design briefs? Expert opinion for common criteria Use criteria to code for content
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Thrive 55 - Clarifying the level of purpose in dialogic feedback - Ecological perspective
Based on Ajjwai's ecological framework, the purpose of dialogic feedback could be articulated at different levels. Level 1 (Microsystem) - To clarify students understand our feedback (information) Level 2 (Chronosystem) - To develop the feedback literacy as framed by Carless and Boud (2018). To develop as a person to respectfully challenge authoritative knowledge through (inner) dialogue with material (Nicol, 2010) Level 3 (Mesosystem) - To experience peer/teacher/parent dialogic feedback beyond subject discipline and learn how to navigate the different modes of dialogue. Level 4 (Exosystem) - To structure the school/depart curriculum that promotes active participation in the assessment process. To promote the ethic of care in feedback dialogue (Bozalek et al., 2016) with students, parents, and internal and external stakeholders. Level 5 (Macrosystem) - To appreciate the ideal of democracy in Singapore
Thrive 66 - Drawing from imagination
Improvement to Coin-box project to provide opportunities for students to sketch from imagination. Training the sense of proportion. By setting constraints that a square acrylic cannot be cut, the hole size is fixed, and zero-waste design (all cut-out material has to be reused). Can students imagine the possibility? A paper mock-up may be used as a scaffold in this case if the students cannot visualise.
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