Graphic Design Students’ Per spectives and Attitudes t owards Feedback w ithin Peer Assessment in Design Studio Pedagogy
DOI:
https://doi.org/10.31686/ijier.vol4.iss7.562Keywords:
Peer feedback, studio pedagogy, graphic design, peer assessmentAbstract
This paper reports the validity of the hypothesis that giving and receiving peer feedback during studio critique supports the assumption that the nature of feedback affects student learning and student perceptions of the quality of the learning experience. The research question is whether peer feedback operated under studio pedagogy has the potential of enhancing quality learning. The purpose of this study is to examine student perceptions of peer feedback in a studio-based learning environment. This is a case study where data was collected qualitatively. This study clearly demonstrates the positive perceptions of peer feedback held by design students and the influence these perceptions have on students’ learning outcomes.
Downloads
References
Annie, T. (2011). Malaysian Journal of ELT Research, Vol. 7(2), p. 104-147. Retrieved June 20, 2013 from http://www.melta.org.my
Black, P. & Wiliam, D. (1998). Assessment and classroom learning, Assessment in Education, 5 (1):7-74. DOI: https://doi.org/10.1080/0969595980050102
Boud, D. & Falchikov, N. (2005).Redesigning assessment for learning beyond higher education. (Paper presented at the HERDSA Annual Conference 2005, Sydney.).
Budge, K. & Gopal, S. (2009). Feedback: working from the student perspective. Assessment in Different Dimensions. Proceedings from ATN Assessment Conference 2009, RMIT University (pp 74 – 83). Retrieved May 20, 2011, from http//emedia.rmit.edu.au/conferences/index.php/ATNAC/ATNAC09/paper/view/203/5
Butcher, J. & Cash, C. (2007). Talkback: the student experience of learning through verbal feedback in the studio. Retrieved August 12, 2009 from the World Wide Web; http://www.falmouth.ac.uk/452/learning-and-teaching-22/learning-and-teaching-research-centre-158/ltrc-publications-573.html.
Cantillon, P. & Sargeant, J. (2008). Giving feedback in clinical settings. British Medical Journal, 337(7681), 1292-1294. DOI: https://doi.org/10.1136/bmj.a1961
Carless, D. (2006). Differing perceptions in the feedback process. Studies in Higher Education. Vol. 31, No. 2, April 2006, pp. 219–233. DOI: https://doi.org/10.1080/03075070600572132
Cramp, A. (2011). Developing first-year engagement with written feedback. Active Learning in Higher Education 12(2) 113–124. DOI: https://doi.org/10.1177/1469787411402484
Drew, L. & Shreeve, A. (2005). Assessment as Participation in Practice. The 13th Improving Learning Symposium, Imperial College, London, UK.
Handley, K., Szwelnikb, A., Ujmac, D., Lawrencec, L., Millard, J. & Pricee, M. (2007). When less is more: Students’ experiences of assessment feedback. Paper presented at the Higher Education Academy (HEA), July 2007.
Keppell, M. and Carless, D. (2006). Learning-oriented assessment: a technology-based case study. Assessment in Education 13(2), 179–191. DOI: https://doi.org/10.1080/09695940600703944
Lynch, R., Seery, N. & Gordon, S (2010). The Formative Value of Peer Feedback in Project Based Assessment. 3rd International Symposium for Engineering Education, 2010, University College Cork, Ireland.
McCormack, C. & Taylor, M-J. (2006). Electronic delivery of oral feedback on graphic design projects. Proceedings of the 23rd annual ascilite conference: Who’s learning? Whose technology? pp. 525-528. Retrieved May 20, 2011, from http//……………….Pena-Sanchez, R. & Hicks, R. C. (2007). Students and Faculty Perceptions of Communications Channels: A Comparison of Survey Results. College Teaching Methods & Styles Journal, 3(3), 25–40. DOI: https://doi.org/10.19030/ctms.v3i3.5285
Pokorny, H. & Pickford, P. (2010). Complexity, cues and relationships: Student perceptions of feedback. Active Learning in Higher Education, 11(1) 21–30. DOI: https://doi.org/10.1177/1469787409355872
Rahmat, R. B. (2013). Peer Feedback: A Case Study of Assessment for Learning in a Singaporean Classroom. Proceeding of the Global Summit on Education, 11-12 March 2013, Kuala Lumpur. Organized by WorldConferences.net. Retrieved April 02, 2011, from http://worldconferences.net/proceedings/gse2013/papers_gse2013/090%20Rozi%20Binte%20Rahmat.pdf.
Reid, K. (2010). An evaluation of an internal audit on student feedback within a British university: A quality enhancement process. Quality Assurance in Education, 18 (1), 47-63. DOI: https://doi.org/10.1108/09684881011015990
Stake, R. E. (2003). Case studied. In N. K. Denzin & Y. S. Lincoln (Eds) Strategies of qualitative inquiry (2nd Ed., pp. 133-164). Thousand Oaks, CA: Sage.
Taylor, M. J. & McCormack, C. (2004). ‘Juggling Cats: Investigating Effective Verbal Feedback in Graphic Design Critiques’. A paper to The Australian Council of University Art and Design Schools Annual Conference, 22-25 October 2004, Canberra, Australia. Retrieved July 11, 2005, from http://web.sca.usyd.edu.au:16080/acuads/acuads20 04/taylor_mccormack.pdf
van den Berg, I., Admiraal, W. and Pilot, A. (2006). Peer assessment in university teaching: evaluating seven course designs. Assessment & Evaluation in Higher Education, 31(1), 19–36. DOI: https://doi.org/10.1080/02602930500262346
Willems, C. H. (2009), ‘Objectifying the subjective: Assessment and feedback in creative arts studio learning and teaching’, in Stephanie Wilson and Karin Watson (eds), Curriculum Development in Studio Teaching. Australian Learning and Teaching Council, Sydney, Australia, pp. 192–198.
Wu, K., Davison, L. and Sheehan, A. H. (2012). Pharmacy Students’ Perceptions of and Attitudes Towards Peer Assessment Within a Drug Literature Evaluation Course. American Journal of Pharmaceutical Education. 76(4): 62. DOI: https://doi.org/10.5688/ajpe76462
Xu, A., Huang, S-W. & Bailey, B. P. (2014). Voyant: Generating Structured Feedback on Visual Designs Using a Crowd of Non-Experts. CSCW'14, February 15–19, 2014, Baltimore, Maryland, USA. DOI: https://doi.org/10.1145/2531602.2531604
Downloads
Published
Issue
Section
License
Copyright (c) 2016 Eric Francis Eshun
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
Copyrights for articles published in IJIER journals are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author for more visit Copyright & License.
How to Cite
