Please use this identifier to cite or link to this item: http://hdl.handle.net/10603/405774
Title: A framework for assessment of creativity a case research on fashion design programme at NIFT
Researcher: Das, Arindam
Guide(s): Mathew, Sibichan.K.
Keywords: Assessment
Education Framework
Fashion Design
University: National Institute of Fashion Technology Delhi
Completed Date: 2020
Abstract: Creativity is all-pervasive and is an inherent component in our lives. Although there is no conclusive definition of creativity, creative outcomes appear to be specifically relevant to a particular domain, either as an original product outcome or a creative process linked to innovation and design. newlineAssessment of creativity in the domain of design education is a relatively unexplored area, and raises considerations related to an understanding of creativity and components relevant to the assessment of creativity, including an objective measurement of the student s performance and improvement in terms of creative output. newlineDesign education, which is fundamentally based on creative derivatives, nurtures and fosters creativity as a process where students are encouraged to convert abstract ideas into concrete conclusions. In doing so, the student moves along a pathway that begins with ideation, and carries forward with exploration, iteration, analysis, and problem solving. With respect to creativity in design education, students are engaged primarily in converting abstract ideas into definite design solutions. newlineFashion design education is a sub-domain of design education, and similarly focused on students creative outcomes based on explorations and innovative problem-solving. These creative outcomes are assessed as part of the cornerstones of the triad of education Teaching, Learning and Assessment (TLA). The assessment is normally a mixture of formative assessment which measures the student s quality of improvement, and summative assessment which measures the student s level of achievement leading to an award. Assessment is conducted primarily through mentoring sessions, portfolio submissions, presentations and juries. It appears that not much research is available on assessment of creativity, especially for fashion education in India. newlineFashion design education in India is relatively nascent, having been founded only in the late 1980s......
Pagination: xvi, 341p.
URI: http://hdl.handle.net/10603/405774
Appears in Departments:Research Unit

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02_declaration.pdf70.4 kBAdobe PDFView/Open
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04_acknowledgment.pdf142.34 kBAdobe PDFView/Open
05_contents.pdf191.73 kBAdobe PDFView/Open
06_tables.pdf194.16 kBAdobe PDFView/Open
07_abstract.pdf149.08 kBAdobe PDFView/Open
08_chapter 1.pdf260.86 kBAdobe PDFView/Open
09_chapter 2.pdf329.11 kBAdobe PDFView/Open
10_chapter 3.pdf287.54 kBAdobe PDFView/Open
11_chapter 4.pdf460.59 kBAdobe PDFView/Open
12_chapter 5.pdf235.14 kBAdobe PDFView/Open
13_chapter 6.pdf591.8 kBAdobe PDFView/Open
14_chapter 7.pdf419.56 kBAdobe PDFView/Open
15_references.pdf261.47 kBAdobe PDFView/Open
16_appendix.pdf785.55 kBAdobe PDFView/Open
80_recommendation.pdf383.31 kBAdobe PDFView/Open
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