D-LAD - a framework for project-based design assessment : educators’ insights

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Dekoninck, Elies and Brisco, Ross and Mattioli, Francesca and Bohemia, Erik and Ndiaye, Yakhoub and Grierson, Hilary and Krauss, Gordon; Farrugia, Philip and Borg, Jonathan C. and Caruana, Lawrence Farrugia and Bohemia, Erik and Buck, Lyndon and Grierson, Hilary, eds. (2025) D-LAD - a framework for project-based design assessment : educators’ insights. In: DS 137: Proceedings of the International Conference on Engineering and Product Design Education (E&PDE 2025). Proceedings of the International Conference on Engineering and Product Design Education . The Design Society, MLT, pp. 577-582. ISBN 9781912254224 (https://doi.org/10.35199/EPDE.2025.97)

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Abstract

Through exploration of the literature on design project assessment themes, five dimensions were defined and presented as ‘lenses’ to help explore the challenges and variance in design project assessment. These were: Assessing Output v Process; Summative v Formative; Teacher-led v Student-led; Assessment of Learning v Assessment for/as Learning; and Individual v Team Assessment. These dimensions provide key considerations for design educators when re-designing existing or developing new modules and courses. Using the Lotus Blossom method, educators participated in sharing their insights on the dimensions, which then formed the basis of a workshop at the Design 2024 Conference in Dubrovnik, Croatia. Findings showed the variance in educational outcomes desired by industry project partners versus those emphasised in academia: industry project partners often value demonstrable technical proficiency and client-focused deliverables over process nuances (i.e. project knowledge); whilst most educators place higher importance on the iterative nature of design processes as a learning tool for students (i.e. process skills). Based on insights from the workshop, a framework was then developed as a means to review and potentially adjust assessment by adopting an emphasis on design knowledge, skills and products. It can also be used as an iterative feedback mechanism to balance industry expectations and educational goals to support more effective preparation pathways for students transitioning into professional practice and guide effective instructional assessment design.

ORCID iDs

Dekoninck, Elies, Brisco, Ross ORCID logoORCID: https://orcid.org/0000-0002-8216-9218, Mattioli, Francesca, Bohemia, Erik, Ndiaye, Yakhoub, Grierson, Hilary ORCID logoORCID: https://orcid.org/0000-0002-9478-7822 and Krauss, Gordon; Farrugia, Philip, Borg, Jonathan C., Caruana, Lawrence Farrugia, Bohemia, Erik, Buck, Lyndon and Grierson, Hilary
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