Student and Tutor Perceptions of the Pedagogical Potential and Challenges of Design Jury as an Assessment Method

Autor/inn/en	Yorgancioglu, Derya; Tunali, Sevinç; Çetinel, Meltem
Titel	Student and Tutor Perceptions of the Pedagogical Potential and Challenges of Design Jury as an Assessment Method
Quelle	In: Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice, 21 (2022) 2, S.139-157 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yorgancioglu, Derya)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-0222
DOI	10.1177/14740222211039958
Schlagwörter	Design; Architectural Education; Evaluation Methods; Tutors; College Students; Criticism; Student Attitudes; Feedback (Response) + Suchen Sie Ihr Suchwort? Förderlehrer; Lehrender; Tutor; Collegestudent; Kritik; Schülerverhalten
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01