Guidelines for Assessment and Evaluation of Learning Management by Teachers Using Design Thinking for Student Development

Abstract

Over the past decade, design thinking has been widely utilized across several areas such as business, trade, industry, and education. The design thinking process involves five steps: 1) Understanding the problem, including the perspectives of all stakeholders, identifying the target group, and determining the most suitable solution; 2) Clearly defining and framing the problem; 3) Brainstorming innovative ideas; 4) Developing a prototype or model, and 5) Testing the prototype to address the target group's needs. In the educational context, there is considerable research on teachers utilizing the design thinking process to enhance students' abilities. However, the number of articles focused on the components of learning management and assessment and evaluation reflecting the results of the processes, contexts, and factors for design thinking as well as measuring and evaluating learning management through design thinking in the Thai educational context still needs to be increased. This article addresses this gap by introducing the principles of formative and summative assessment tailored to design thinking, which are suitable for evaluating students’ competencies in high-level and complex contexts. Therefore, the development of effective assessment and evaluation methods is crucial. This article presents a framework for assessment and evaluation, instruments for both self-assessment and teacher assessment, and analytic scoring for assessing design thinking. Examples of these instruments are also provided to illustrate how to apply them as the design thinking assessment framework to maximize learners’ potential in learning continuously.