Pedagogy 2025

Abstract

Design is a unique, often tacit, way of thinking, knowing, and problem-solving (Cross, 1999) and literature establishes that a key aspect of successful apparel design pedagogy is the increase of student creativity by way of divergent thinking skills (Black, Freeman, & Stumpo, 2015). Thus, an assessment tool which can effectively evaluate unique, tacit, and divergent thinking skills is necessary for the design classroom. In a recent study which applied concepts of art-integrated pedagogy to the teaching of research methods via apparel design coursework, an experimental design-work assessment tool based on Guilford’s (1947) creative abilities was born and piloted. The assessment tool includes both the student’s design process and design outcome in the grading procedure, rating each of the divergent thinking skills (fluency, flexibility, elaboration, and originality) on a scale of (1)Poor to (4)Excellent, and requires collaborative, panel-based evaluation. This presentation will provide an overview of the assessment tool including evidence of effectiveness, future implications for design pedagogy, and methodology for further assessment development.