DS 88: Proceedings of the 19th International Conference on Engineering and Product Design Education (E&PDE17), Building Community: Design Education for a Sustainable Future, Oslo, Norway, 7 & 8 September 2017

Year: 2017
Editor: Berg, Arild; Bohemia, Erik; Buck, Lyndon; Gulden, Tore; Kovacevic, Ahmed; Pavel, Nenad
Author: Morgan, David
Series: E&PDE
Institution: Brigham Young University, United States of America
Section: New Design Education Paradigms
Page(s): 520-524
ISBN: 978-1-904670-84-1


This investigation contributes to design assessment practice by examining how public assessment can enhance project-based learning. Project-based learning is designed to provide students with an opportunity to engage in authentic problem finding and solving. Students often become very involved with the specifics of their project without always noticing what they are learning. As such, it becomes essential to engage them in reflection during the process and at the completion of the project. A constellation of formative and summative assessment activities that include self, group, and instructor, can aid the learner in this contemplation. We propose that public assessment in the form of a student-run sale can provide distinctive feedback to students. Our experience with student-run retail sales over multiple years has lead us to identify some unique characteristics of this type of public assessment. These include a positive effect on student motivation, independent validation in a face-to-face setting, and providing direct consumer feedback to students. In this paper we discuss assessment practice as it relates to the sale and review student reflections on the experience to determine its usefulness.

Keywords: Project-Based Learning, Public Assessment, Face-To-Face Selling


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