The study focuses on improving student feedback and assessment by using digital tablet technology in a subject area where constructive criticism is crucial and forms a part of the methodology of both teaching and practice. The National Student Survey consistently ranks assessment and feedback as the areas where students are least satisfied which their Higher Education Institutions. This on-going project aims to re-think programme level assessment and feedback in Architecture courses by transforming the review (or ‘crit’) feedback practice and, as a by-project of the new feedback system, further promote academic integrity through assessment and moderation. Much has been written about the nature and process of the architectural review however there is very little literature on formal feedback from these reviews and how they are recorded. This research investigation involves the creation of a digital tool which aims to improve the traditional architectural feedback process in a review or ‘crit’ scenario. The ‘crit’ as described by Webster (2007) is universal in architectural education although exact methodologies and ways that the review is recorded vary from school to school. “Architectural education has always prided itself on its use of the design studio as the location for project based reflective learning and the Crit as a collective means of sharing and assessing student achievement.” The form of the review, and feedback from it, is also transferrable to many presentation-based assessments. Over 500 students now have used the tool over 15 Architecture and Built Environment Programmes and the department continues to implement its use to ensure timely and well considered feedback. The pilot study has now been used to provide feedback for the last three years of assessments at UWE Bristol and the presentation will focus on both the developed tool and the lessons learnt that could be applied by other practitioners.
Bassindale, J. R. (2017, September). Learning through successful feedback: Digital opportunities for effective feedback in architectural education. Paper presented at Innovation in Built Environment Education 2017 - Learning Matters Two-day conference