Assessment and feedback
The problem
From monitored sources of information, such as student feedback questionnaires and surveys, as well as lecturers’ observation, it had been established that students were experiencing difficulty with the following:
  • understanding on what criteria their work was being judged for assessment.
  • understanding the language in which assessment criteria are written.
  • taking advice/criticism offered during assessment and feedback forwards to have a positive effect on future work.
  • being able to identify the different strands of concept generation, ideas development, technical production and problem resolution, which contribute to both the individual project cycle and to the totality of visual design practice, and which of these are strengths and weaknesses.
  • that students concentrated largely on the numerical grade they had been awarded rather than on the learning achieved or the guidance given, via formative and summative feedback, for future improvement.
Conclusions
The main conclusions drawn from these observations were:
  • to make feedback a more useful and productive element of students’ learning, emphasis needed to be put on summative feedback during the project cycle, and time allowed for the guidance offered to be acted upon, before assessment took place.
  • assessment criteria needed to be written in language which the students could more easily interpret, and presented in a form which enabled them to identify the links to specific aspects of their visual design practice.
tutorial

group tutorial
group crit

actual practice is invaluable