A SYSTEMATIC REVIEW OF ASSESSMENT APPROACHES FOR MEASURING CREATIVITY AND TECHNICAL SKILLS AMONG UNIVERSITY FASHION DESIGN STUDENTS
DOI:
https://doi.org/10.35631/IJEPC.1162027Keywords:
Assessment, Creativity, Fashion Design, Higher Education, Systematic Literature Review, Technical SkillsAbstract
This study examines the methods currently used to assess university fashion design students' technical proficiency and inventiveness. Fashion design school assessment is a special problem since it must strike a balance between objective assessments of technical proficiency and subjective assessments of creativity. The results of 20 peer-reviewed papers published between 1995 and 2025 are compiled in this study using the systematic literature review (SLR) approach and data from sources such as Scopus, Web of Science, ERIC, and Google Scholar. Two main areas of assessment practice are identified by the review: those that prioritise technical mastery through organised, rubric-based criteria and those that emphasise creative expression through project-based and portfolio evaluation. The results show that there are ongoing conflicts between standardisation and creative freedom because open-ended criticisms are frequently unreliable, and too strict rubrics run the danger of stifling creativity. To guarantee that both creativity and technical ability are equally appreciated, the study emphasises the significance of hybrid assessment frameworks that incorporate reflective practice, peer evaluation, and industry input. It comes to the conclusion that to prepare fashion graduates to satisfy professional industry standards, evaluation models that are clear, balanced, and contextually adaptive must be developed.
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