Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.630790
Title: Perception interpretation impact : an examination of the learning value of formative feedback to students through the design studio critique
Author: Blair, Bernadette
Awarding Body: Institute of Education, University of London
Current Institution: UCL Institute of Education (IOE)
Date of Award: 2006
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Abstract:
The studio critique (crit) is a firmly established and fiercely defended part of undergraduate art and design education, both here in the UK and in many other parts of the western world. It is an established and important part of a studiobased culture, where teachers and students can discuss, experiment with and develop ideas and concepts within a 'supportive environment.' This thesis examines the role and nature of the formative feedback received by students and given by teachers and sometimes student peers at the crit, and examines the crit's contribution to design students' current and future learning. The data in this study is collected through a series of individual interviews with design students and teachers, together with interviewed student focus groups and crit observations in three UK Institutions. This data is analysed with reference to current literature on formative assessment and feedback and student learning. The thesis premises that how effectively students learn in the critique and the understanding and benefit gained from the formative feedback they receive is not just reliant on the quality and focus of the formative feedback, but could also be affected by other factors such as the power position (Devas, 2004, Sara and Parnell, 2004), the stress factor (Pope, 2005) and what Kluger and DeNisi (1996) call the self or meta factor, where the quality of feedback interventions together with students' prior learning experience or understanding (Prosser & Trigwell, 1999) can impact on students' persona of themselves. This can affect the cognitive resources applied to the activities of the critique. The thesis identifies four main learning activities in the crit and suggests that cognitive learning is often impacted on by four main categories of perception of self. This, the thesis argues, can result in impaired or surface student learning.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.630790  DOI: Not available
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