Author
Yorgancıoğlu, Derya, Tunalı, S., Çetinel, M.
Publication Date
2022-04
Publication Place
-
Sage
Subject
Design assessment, Design education, Design jury, Educational assessment, Evaluation methods, Formative evaluation, Student evaluation
Type
Periodical
Language
English
Digital
Yes
Manuscript
No
Library
Özyeğin University
Library Asset ID
1474-0222
Record ID
634b969c-3b61-4690-8737-63d4185d6706
Library Location
Architecture
Date
2022-04
Notes
TÜBİTAK
Sample Text
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.
DOI
10.1177/14740222211039958
Cilt
21
