学生和导师对设计评审团作为一种评估方法的教学潜力和挑战的看法

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH
D. Yorgancıoğlu, Sevinç Tunalı, Meltem Çetinel
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引用次数: 4

摘要

本文从导师/评审团成员和设计专业学生的观点出发,探讨了设计评审团作为一种评估方法的教学潜力和挑战。它旨在了解在设计评审团中促进学习的机会和障碍的因素。它探讨了评审团对设计教育形成性评价过程的可能贡献。结果表明:(1)交流方式和(2)评价标准影响导师和学生对设计评审作为一种教学方法的看法。虽然评审团成员和学生之间的等级制度造成了建设性反馈的障碍,但在设计评审团中,形成性评估和总结性评估之间的平衡是必不可少的。评价标准的透明度降低了设计专业学生对成绩的关注。设计评审团也可以起到形成性评价的作用。以学生为中心的陪审团设计方法产生了深度学习的体验。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Student and tutor perceptions of the pedagogical potential and challenges of design jury as an assessment method
This article examines the pedagogical potential and challenges of the design jury as an assessment method from the perceptions of the tutor/jury member and the design students. It aims to gain an understanding of the factors that create opportunities for, and barriers to, the promotion of learning in the design jury. It inquires the possible contributions of the jury into formative evaluation processes in design education. The results show that (1) the communication modalities, and (2) the evaluation criteria influence the way tutors and students perceive design jury as a pedagogical method. While the hierarchy between the jury member and the student creates a barrier to constructive feedback, a balance between formative and summative evaluations is essential in the design jury. Transparency of evaluation criteria decreases design students’ concern for grade. The design jury could also serve for formative evaluation. A student-centred approach to design jury engenders experiences of deep learning.
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来源期刊
Arts and Humanities in Higher Education
Arts and Humanities in Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.10
自引率
0.00%
发文量
14
期刊介绍: Arts and Humanities in Higher Education seeks to: Publish high quality articles that bring critical research to the fore and stimulate debate. Serve the community of arts and humanities educators internationally, by publishing significant opinion and research into contemporary issues of teaching and learning within the domain. These will include enquiries into policy, the curriculum and appropriate forms of assessment, as well as developments in method such as electronic modes of scholarship and course delivery.
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