Abstract
Existing research suggests that peer review is a highly effective method for delivering formative feedback, and that it embodies numerous qualities that align closely with creative programmes. However, little research has evaluated creative students’ qualitative opinion of the process. This paper summarises a case study that identified Architecture students’ perceptions of peer reviews, addressing: how they compared to traditional feedback methods, the value of peer feedback, and how peer review contributed to their learning both in relation to the work being evaluated and beyond. Peer reviews were held with a group of final year undergraduates to provide feedback on their concurrent design project, and the students’ views of the experience identified through a questionnaire. A key objective was to draw conclusions on the nature of learning associated with peer review, and its appropriateness as a forum for formative feedback. The study found that students valued the feedback from their peers, and that the process contributed to their own critical thinking in subsequent work. They were generally highly supportive of peer review, but not as a substitute for traditional feedback method
Keywords
Peer review, formative feedback, design review, student perceptions
DOI
https://doi.org/10.21606/learnxdesign.2013.138
Citation
Smith, C.(2013) Evaluating Architecture students’ perspective of learning in peer reviews, in Reitan, J.B., Lloyd, P., Bohemia, E., Nielsen, L.M., Digranes, I., & Lutnæs, E. (eds.), DRS // Cumulus: Design Learning for Tomorrow, 14-17 May, Oslo, Norway. https://doi.org/10.21606/learnxdesign.2013.138
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Included in
Evaluating Architecture students’ perspective of learning in peer reviews
Existing research suggests that peer review is a highly effective method for delivering formative feedback, and that it embodies numerous qualities that align closely with creative programmes. However, little research has evaluated creative students’ qualitative opinion of the process. This paper summarises a case study that identified Architecture students’ perceptions of peer reviews, addressing: how they compared to traditional feedback methods, the value of peer feedback, and how peer review contributed to their learning both in relation to the work being evaluated and beyond. Peer reviews were held with a group of final year undergraduates to provide feedback on their concurrent design project, and the students’ views of the experience identified through a questionnaire. A key objective was to draw conclusions on the nature of learning associated with peer review, and its appropriateness as a forum for formative feedback. The study found that students valued the feedback from their peers, and that the process contributed to their own critical thinking in subsequent work. They were generally highly supportive of peer review, but not as a substitute for traditional feedback method