Abstract
Undergraduate art history students are often asked to write research essays on specific artworks, but that research is rarely considered publishable or reliable. This article analyzes undergraduate student essays on fashion history to determine whether the research produced can be considered reliable according to generally accepted art historical standards. It employs content analysis to make those determinations in addition to the instructor's own standards and those governing the Fashion History Timeline, an open-access hub of fashion history research. The article investigates the impact of a multi-stage writing and revision process on student writing outcomes and on student grades. Finally, it addresses the benefits of quantifying student research via content analysis for improving both teaching and student outcomes.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Recommended Citation
De Young, Justine. 2020. "Assessing Undergraduate Fashion History Research via Content Analysis." Art History Pedagogy & Practice 5, (1). https://academicworks.cuny.edu/ahpp/vol5/iss1/6
Included in
Art Education Commons, Fashion Design Commons, History of Art, Architecture, and Archaeology Commons, Scholarship of Teaching and Learning Commons