CHI TIẾT NGHIÊN CỨU …

Tiêu đề

Feedback practices and signature pedagogies: What can the liberal arts learn from the design critique?

Tác giả

Schrand T.; Eliason J.

Năm xuất bản

2012

Source title

Teaching in Higher Education

Số trích dẫn

DOI

10.1080/13562517.2011.590977

Liên kết

https://www.scopus.com/inward/record.uri?eid=2-s2.0-84857318589&doi=10.1080%2f13562517.2011.590977&partnerID=40&md5=37cdc16ece8c49e3a43fa029d52f24d8

Tóm tắt

To examine the differences between feedback practices in liberal arts courses and in design courses, we surveyed 373 students with experiences of both. Our study found that students perceived the feedback they received in design courses as more effective in advancing their learning, and that the emotional effects of feedback presented verbally and in public did not significantly interfere with their learning experience. This article aligns our findings with existing literature on feedback in order to explore how elements of the 'signature pedagogy' of the design studio critique might be transformed to apply to feedback practices in the liberal arts. © 2012 Taylor and Francis Group, LLC.

Từ khóa

assessment; feedback; instructor response; peer review; signature pedagogies

Tài liệu tham khảo

Anthony K.H., Design juries on trial: The renaissance of the design studio, (1991); Carless D., Differing perceptions in the feedback process, Studies in Higher Education, 31, 2, pp. 219-233, (2006); Dannels D.P., Performing tribal rituals: A genre analysis of "crits" in design studios, Communication Education, 54, 2, pp. 136-160, (2005); Deanna D., Gaffney A., Martin K., Beyond content, deeper than delivery: What critique feedback reveals about communication expectations in design education, International Journal for the Scholarship of Teaching and Learning, 2, 2, pp. 1-16, (2008); Gagne M., Deci E.L., Self-determination theory and work motivation, Journal of Organizational Behavior, 26, pp. 331-361, (2005); Gibbs G., Simpson C., Conditions under which assessment supports students' learning, Learning and Teaching in Higher Education, 1, pp. 3-31, (2004); Hattie J., Timperley H., The power of feedback, Review of Educational Research, 77, 1, pp. 81-112, (2007); Percy C., Critical absences versus critical engagement: Problematics of the crit in design learning and teaching, Art, Design & Communication in Higher Education, 2, 3, pp. 143-154, (2004); Price M., Handley K., Millar J., O'Donovan B., Feedback: All that effort, but what is the effect?, Assessment & Evaluation in Higher Education, 35, 3, pp. 277-289, (2010); Shulman L.S., Pedagogies of uncertainty, Liberal Education, 91, 2, pp. 18-25, (2005); Shulman L.S., Signature pedagogies in the professions, Daedalus, 134, 3, pp. 52-59, (2005); Strijbos J.-W., Narciss S., Dunnebier K., Peer feedback content and sender's competence level in academic writing revision tasks: Are they critical for feedback perceptions and efficiency?, Learning and Instruction, 20, 4, pp. 291-303, (2010); Webster H., The analytics of power: Re-presenting the design jury, Journal of Architectural Education, 60, 3, pp. 21-27, (2007)