The assessment of competencies in clothing modeling and construction within higher education remains a methodologically underexplored area, particularly in the context of Computer-Aided Design (CAD) technology integration. This study presents the development and validation of a rubric-based assessment methodology for evaluating CAD-based clothing modeling and construction competencies among pre-service fashion technology teachers. An experimental research design was employed with 62 students at Shahrisabz State Pedagogical Institute (Uzbekistan), divided into control (n=31) and experimental (n=31) groups. The proposed rubric encompasses five competency dimensions: technical proficiency, design creativity, spatial reasoning, problem-solving, and reflective practice. Pre-test and post-test results demonstrate statistically significant improvements in the experimental group (p<0.05). The findings suggest that structured rubric-based assessment not only enhances transparency and objectivity in grading but also serves as a pedagogical tool that improves student motivation and learning outcomes in CAD-integrated clothing construction courses.
On Clothing Modeling and Construction Competency Assessment Methodology: Rubric Development Based on Cad Technologies
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References
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