4B Case Study: Self-assessment
Discussion with Dynaya Bhutipunthu
Discussion Summary
In a discussion with Dynaya Bhutipunthu from MUIC, we explored the dynamics of student self-assessment in Higher Education settings. Our conversation dovetailed with my research question on how self-assessment affects students’ and staff’ critical thinking, anxiety, and compassion.
- Dynaya’s Peer Assessment Model
- 60% Peer Marking: The significant role of peer evaluation in grading.
- 40% Staff Marking: The balance of grading from faculty to ensure oversight
- Collaborative Learning
- Group/Team Work: Importance of collective efforts for project completion.
- Start to Finish: Teams need to carry the project from inception to completion
- Implementing Peer Assessment
- Asking for Peer Assessment: Initial steps through small tasks
- Individual Grading: Students receive individual grades even in a group context.
- Duration
- 12 Weeks: The timeframe for implementing and completing the peer assessment
I’m studying Dynaya’s work closely to identify methods that could enrich my research and possibly integrate some of her effective practices into my own project. Overall, the conversation added valuable perspectives to my research on student self-assessment and its impact on critical thinking, anxiety, and compassion in Higher Education.
Unit Analysis Summary
Analyzing the text and project information through the lens of my research question— “How does student self-assessment impact critical thinking, anxiety, and compassion among students and staff in a Higher Education teaching and learning environment?”—offers various insights.
In a 12-week project led by Dr. Dynaya Bhutipunthu, a peer assessment model involves 60% peer marking and 40% staff marking. The project employs collaborative learning and diverse design topics, potentially influencing group dynamics and stress levels. Learning outcomes focus on skills like cultural understanding and sustainability, serving as benchmarks for evaluating critical thinking and compassion. Evaluation rubrics offer a structured method for self-assessment. Dr. Dynaya’s multifaceted expertise adds depth to the study, making it a valuable resource for researching the impact of self-assessment in Higher Education, aiming to examine impacts on critical thinking, compassion, and anxiety among students and staff.
Peer Assessment Model
Dynaya Bhutipunthu’s approach, which involves 60% peer marking and 40% staff marking, immediately opens up avenues for examining how peer assessment affects critical thinking. Given that students are actively evaluating work, they must engage in higher-order thinking to assess their peers effectively. This could also have an impact on staff’s pedagogical approaches, requiring them to adopt a more supervisory role.
Collaborative Learning
The emphasis on group or team work resonates with aspects of compassion and anxiety. Working in a team could either alleviate or exacerbate student and staff anxiety depending on the group dynamics. It also requires a level of compassion to work collaboratively, impacting both students and staff.
Duration of Project
A 12-week timeframe for the peer assessment provides a period long enough to observe the development or change in critical thinking skills, anxiety levels, and aspects of compassion among both students and staff.
Design Briefs and Working Plans
The diverse topics covered in the course and the design briefs—from international studies to package design—provide a multifaceted platform to assess critical thinking skills. However, the complex nature of the projects could be a source of anxiety for some students and staff, making it relevant for your research.
Learning Outcomes
The detailed learning outcomes and skill sets aimed to be developed could be a benchmark for evaluating changes in critical thinking. The emphasis on cultural differences, sustainability, and civic service points toward an educational environment that values compassion.
Evaluation Rubrics
The comprehensive rubrics for evaluating design projects offer a structured approach that can be aligned with the requirements of self-assessment. Each evaluation criteria can be closely studied to understand its impact on students’ and staff’s critical thinking, compassion, and anxiety levels.
Dr. Dynaya Bhutipunthu’s Expertise
Given her extensive background in design and education, Dr. Dynaya’s methods and approaches provide a rich context to study the impacts of self-assessment. Her focus on varied design aspects also means that she incorporates a wide range of skill sets and educational outcomes, potentially affecting critical thinking, compassion, and anxiety among students and staff.
Overall, Dr. Dynaya Bhutipunthu’s educational mod
Resources & summary of resources
After our discussion, Dyana provided helpful resources which I have analysed below
Design Brief KLA (SEC03 Group 1): The text discusses the concept of a separate’ and ‘comparative’ approach to a problem, focusing on the role of the’separate’ and ‘comparative’ approaches. It highlights the importance of understanding the ‘ separate’ approach in a problem, the role of the ‘ separate’ approach in a problem, and the importance of the ‘comparative’ approach in a problem. It also discusses the role of the ‘comparative’ approach in a problem, highlighting the role of the ‘comparative’ approach in a problem.
Design Brief KLA (SEC02 Group 2): MUIC Co-Working Space Creative Brief: Mahidol University International College (MUIC) in Thailand is reimagining the old building into a co-working space for students and staff. The project aims to incorporate the MUIC identity into the design, focusing on lively and sustainability. The space will be divided into three spaces with different functions. The design will be based on the MADA design factory’s interior color scheme and will be designed for college students and staff. The deadline for submission is June 12, 2023
Table Studies Plan: The course covers various design topics, including international studies, cultural language, cinema, film genres, short films, communication design, I-design, new media design, package design, and more. It also includes i-design courses, GE electives, leadership, critical thinking, digital literacy, and global citizenship. The course includes non-credit courses and internships.
Learning outcomes
Study Plan :The ICCD326 CD practicum study plan for T3 2023 consists of a course introduction, group formation, and various in-class exercises. The course covers various projects, including Project 1, which involves in-class critique and working sessions, Project 2, which includes a mid-process presentation with experts, and Project 3, which involves in-class critique and working sessions. The course concludes with all projects being presented with clients and submitted via GC. The schedule and time for these activities are announced in advance.
Learning Outcomes: The five subPLOs of a design problem include classifying the problem, creating and developing solutions, exercising autonomy and self-motivation, solving problems with innovative approaches, demonstrating professionalism, developing management and organizational skills, valuing cultural differences, preserving heritage, employing sustainability, and engaging in civic service. These skills help individuals address social problems using design and contribute to a diverse and inclusive design environment.
Studio Evaluation Rubrics: The CDP study evaluated the research, process, and presentation of a design project. The research criteria included excellent investigation of reference materials, excellent organization of data and information, and effective application of data. The process criteria included excellent research, creativity, and concept development effort. The design criteria included excellent communication of hierarchical information good and fair composition. The presentation criteria included excellent communication, a clear explanation of work, and persuasiveness. The visuals were also evaluated, with outstanding use of images, text, and graphics to support the work. The study found that the project had a strong foundation in research, organization, creativity, and presentation skills, but there was room for improvement. The presentation used images, text, and graphics to support the ideas. The critique was rated on engagement, communication, insight generation, attendance, and professionalism. The writing assignments were rated on depth of discussion, topic focus, cohesion, integration of knowledge, and mechanics of writing. The depth of discussion was good, but ideas could be more developed. The topic focus was unfocused, and the integration of knowledge was lacking. The writing mechanics were excellent, but the quality of the images was poor. Overall, the presentation was well-presented but needed improvement in various aspects.
Peer Evaluation form: (PeerEvaluation_ICCD326_T3 2023)
About Dr Dynaya Bhutipunthu
dynaya.bhu@mahidol.edu
Tel. +66 (0) 2700-5000 Ext. 4604, 4611
Areas of research interest
Dr.Dynaya Bhutipunthu graduated with a doctoral degree in Creative Arts (Doctor of Fine and Applied Arts, D.F.A.) from Chulalongkorn University, Thailand and her master degree in Graphic Design (M.F.A) from Iowa State University of Science and Technology, USA. She has working and teaching experiences in the United States and also in Thailand for more than 10 years. Currently, she is working as a full-time instructor/lecturer at the Communication Design Program, Mahidol University International College, Thailand. Her areas of expertise covers; Brand Identity Design and Communication, Typography, Environmental Graphics, Signage System, Editorial Design, Package Design, Infographics, Responsive Design, UI/UX, Motion Graphics, and Design Researches; academic and creative studies/activities. She has involved in vary design researches/activities including design works created for multidisciplinary and/or crossed-disciplines; design, music, motion, and orchestra performance, also in the areas of Environmental Graphics, Graphic Design, Healthcare Services, to improve the visual communication of the key content and the essential information.
Publications:
- 2022 Promotional AR Poster Series for Stravinsky’s ‘Petrushka’ Orchestra
Live Performance. Clean Design; The 10th International Art and Design
Symposium; Work in Progress, College of Design, Rungsit University,
Thailand: https://www.rsu-workinprogress.com/exhibition/clean-design/promotional-ar-poster-series-for-stravinskys-petrushka-orchestra-live-performance/.
- 2020 Visualizing Stravinsky: Motion Graphic for Live Philharmonic Orchestra Performance. Art Exchange 2020: “Imagine” Artistic Dialects:Thinking into Doing International Online Exhibition and Competition,Ministry of Culture, Thailand: http://artexchangethailand.art/en/gallery/149.
- 2020 The approach to Signage System Design for Hospital Healthcare Services. Burapha Arts Journal, Vol.23 No.2 (2563): 35-60.
- 2017 The Implementation of the Mahidol University Font. The Interdisciplinary Studies Journal, Vol.17 No.1: 498-512.
- 2017 The Direction to Create Artistic work from Interdisciplinary as a Stress-Release Intervention for Urban Population: First-Jobbers. Research and Development Journal, Vol.10 No.2: 29-46.
- 2016 Dvaravati Art: The Early Buddhist Art of Thailand. Academic Article, Journal of Thithat Watthanatham, Vol.15 No.1: 196-200.
Research Project & Presentation:
- 2017 Chillax First Jobber! the 15th Urban Research Plaza’s Forum:
“Creating Vibrant Social Spaces – New Avenues to Urban Renewal” (March 29-30). Chulalongkorn University. - 2012-2015 Mahidol University Corporate Identity Program and Manual.
(Research Granted Project)
Creative Works with Research Activities:
- 2020 – current Environmental Graphic Design (EGD), Signage system, and Graphic Design works for Healthcare Service.
- 2019-2020 Motion Graphics series for Orchestra Live Performance, collaborative project with College of Music, Mahidol University, and Philharmonic Orchestra Thailand.
- 2017 PMAC Awards 2017, field visit motion clip and visual presentation for Palliative Care: Siriraj Applied Thai Traditional Medicine.
- 2015 Mahidol University typeface; “Mahidol Eng 1” and “Mahidol Thai 1”
- 2012-2015 Mahidol University Corporate Identity Design System and Manual.
Bibliography
- Bhutipunthu, D. (2023). CDP Studio Evaluation Rubrics. Private Archive. Available at: upon request (Accessed: 02 October 2023 – 03 February 2024).
- Bhutipunthu, D. (2023). CDP BFA PLOs. Private Archive. Available at: upon request (Accessed: 02 October 2023 – 03 February 2024).
- Bhutipunthu, D. (2023). Peer Evaluation ICCD326 T3 2023. Private Archive. Available at: upon request (Accessed: 02 October 2023 – 03 February 2024).
- Bhutipunthu, D. (2023). Table Study Plan. Private Archive. Available at: upon request (Accessed: 02 October 2023 – 03 February 2024).