Pedagogy and Professional Development

Multidimensional Evaluation of Fashion Design Students' Work in Studio Courses

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Abstract

Assessing student work in fashion design (FD) studio courses presents persistent challenges due to the multidimensional and subjective nature of design outcomes. This pilot study examines the effectiveness of rubric-based assessment in promoting grading consistency and supporting student learning in FD studio courses. Using a convergent mixed-methods approach, data were collected through rubric content analysis, faculty and student surveys across multiple institutions. Content analysis identified recurring assessment dimensions, including aesthetics, creativity, marketability, construction, and technical execution, alongside substantial variation in grading scales and descriptor usage. Faculty reported that rubrics provide structural guidance but remain limited in addressing subjectivity, particularly in creative evaluation. Student survey results indicated generally positive perceptions of rubric clarity and educational value, though ambivalence regarding fairness and satisfaction increased at higher academic levels. Findings highlight the need for more standardized descriptors and intentional scale design to enhance transparency, consistency, and educational effectiveness in FD studio assessment practices.

Keywords: Fashion Design Education, Studio-Based Learning, Rubric Development, Multidimensional Assessment, Creative and Technical Evaluation, Grading Scales, Student Perceptions of Assessment, Design Pedagogy, Educational Measurement

How to Cite:

Bernardoni, J. M. & Gam, H., (2025) “Multidimensional Evaluation of Fashion Design Students' Work in Studio Courses”, International Textile and Apparel Association Annual Conference Proceedings 82(1). doi: https://doi.org/10.31274/itaa.21941