Student and tutor perceptions of the pedagogical potential and challenges of design jury as an assessment method

Name: Student and tutor perceptions of the pedagogical potential and challenges of design jury as an assessment method
Author: Yorgancıoğlu, Derya, Tunalı, S., Çetinel, M.

İsim	Student and tutor perceptions of the pedagogical potential and challenges of design jury as an assessment method
Yazar	Yorgancıoğlu, Derya, Tunalı, S., Çetinel, M.
Basım Tarihi:	2022-04
Basım Yeri	- Sage
Konu	Design assessment, Design education, Design jury, Educational assessment, Evaluation methods, Formative evaluation, Student evaluation
Tür	Süreli Yayın
Dil	İngilizce
Dijital	Evet
Yazma	Hayır
Kütüphane:	Özyeğin Üniversitesi
Demirbaş Numarası	1474-0222
Kayıt Numarası	634b969c-3b61-4690-8737-63d4185d6706
Lokasyon	Architecture
Tarih	2022-04
Notlar	TÜBİTAK
Örnek Metin	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

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Student and tutor perceptions of the pedagogical potential and challenges of design jury as an assessment method

Yazar Yorgancıoğlu, Derya, Tunalı, S., Çetinel, M.

Basım Tarihi 2022-04

Basım Yeri - Sage

Konu Design assessment, Design education, Design jury, Educational assessment, Evaluation methods, Formative evaluation, Student evaluation

Tür Süreli Yayın

Dil İngilizce

Dijital Evet

Yazma Hayır

Kütüphane Özyeğin Üniversitesi

Demirbaş Numarası 1474-0222

Kayıt Numarası 634b969c-3b61-4690-8737-63d4185d6706

Lokasyon Architecture

Tarih 2022-04

Notlar TÜBİTAK

Örnek Metin 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