Within creative domains in studio- and project-based education, documentation is often central to demonstrating outcomes, process, and progress. Despite much prior work into the instructional practices, technologies, and tools that support cultivating documentation practices, no prior work explores the student valuing and perception of documentation. To address this, we deploy a design probe to elicit and externalize conceptions of documentation with the same cohort of students in two semesters. Eleven participants engaged in higher education undergraduate programs completed the study. We focus our analysis on one activity — listing and ranking documentation’s perceived values. Through our analysis, we developed and validated a robust codebook for students’ values. We demonstrate the values of documentation to be coherent across background, time, and experience of the student participants. We also share insights on nine main roles documentation plays for students and discuss how documentation plays not only an important role in communicating creative work to diverse stakeholders but in building self-confidence, motivation, and affect for project-based and hands-on exploration.

在基于工作室和项目的教育的创意领域中，文档通常是展示结果、过程和进展的核心。尽管之前对支持培养文档实践的教学实践、技术和工具进行了大量工作，但之前没有任何工作探讨学生对文档的评价和感知。为了解决这个问题，我们部署了一个设计探针，在两个学期内与同一组学生一起引出和具体化文档概念。十一名从事高等教育本科课程的参与者完成了这项研究。我们将分析重点放在一项活动上——列出文档的感知价值并对其进行排名。通过我们的分析，我们开发并验证了一个强大的学生价值观密码本。我们证明文档的价值在学生参与者的背景、时间和经验方面是一致的。我们还分享了关于文档对学生所扮演的九个主要角色的见解，并讨论了文档不仅在向不同利益相关者传达创造性工作方面发挥着重要作用，而且在建立基于项目和实践探索的自信、动力和影响力方面发挥着重要作用。