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J ournal of University Teaching Learning Practice Volume 5 | Issue 1 Article 7 9-17-2008 Graphic Design Education: A Revised Assessment Appr oach to Encourage Deep Learning G. Ellmers University of Wollongo ng, Grant_Ellmers@.au M. Foley RMIT University S. Benne University of Wollongo ng, sue_bennett@.au Recommended Citation Ellmers, G.; Foley, M.; and Bennett, S., Graphic Design Education: A Revised Assessment Approach to Encourage Deep Learning, J ournal of University Teaching Le arning P ractice, 5(1), 2008. Available at :.au/jutlp/vol5/iss1/7 Research Online is the open access institutional repository for the University of Wollongong. For further information contact the UOW Library: research-pubs@.au Graphic Design Education: A Revised Assessment Approach to Encourage Deep Learning Abstract In this paper we outline the review and iterative refinement of assessment procedures in a final year graphic design subject at the University of Wollongong. Our aim is to represent the main issues in assessing graphic design work, and informed by the literature, particularly notions of creativity (Cowdroy de Graaff, 2005), to develop and incorporate assessment procedures that allow creative ability to be assessed with greater transparency and objectivity. In the first iteration we developed a structure to standardise and clarify the existing model for the subject. Once this structure was in place we identified issues that would benefit from a review of the literature on assessment in the creative disciplines and the broader field of pedagogy. We marked the shift from surface approaches to learning to deep approaches to learning (Moon, 1999) at the point where we identified gaps in the learning outcomes. Our response was to move the focus from the outcome to the process and to introduce a staged assessment procedure with a s