Design review dialogues
A study of reviewer-student verbal interaction in a signature feedback method
Bibliographic Data
| ID | 19378306 |
|---|---|
| Authors | Charlie Smith (0000-0002-4586-4924, School of Art and Design, Liverpool John Moores University, corresponding author) |
| Year | 2025 |
| Volume | 50 |
| Issue | 3 |
| Pages | 409-421 |
| Publication date | 2025-04-03 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Assessment & Evaluation in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0260-2938 • E-ISSN: 1469-297X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02602938.2024.2406856 |
| OpenAlex | W4402881305 |
| Language | EN |
| References cited | 23 |
In place of unidirectional transmission of information, discourse on feedback advocates approaches that are more dialogic and promote student agency. The design review is a signature feedback method in architectural education. Although the review’s format involves verbal interaction between students and reviewers regarding the students’ design projects, there are differing views over the extent to which it aligns with a dialogic feedback ethos. This study analyses the talk between students and reviewers during design review sessions, using four established potentialities for student learning in dialogic feedback and applying interaction analysis to understand the conversational exchanges taking place. The findings reveal that contributions by reviewers dominated the sessions. However, they also posed questions, were willing to listen and employed talk strategies that build trust. Students responded to questions, but rarely took the initiative in their session. In considering implications for learning, several strategies to curate more student-centred dialogue are identified, especially around ways that elicit students’ engagement and nurtures their active reflection, critical thinking and feedback seeking, to harness latent interactional opportunities. These could apply to the design review or similar feedback methods based on student presentations
Mathematics education · Nonverbal communication · Pedagogy · Communication · Discourse Analysis in Language Studies · Mathematics · Psychology · Reflective Practices in Education · Student Assessment and Feedback
Dialogic Education and Technology
Interaction Analysis
Social Constructivist Perspectives on Teaching and Learning
Disciplinary perspectives on feedback processes
Dialogic feedback and potentialities for student learning
Teaching for the 21st century
Developing the relational in teacher feedback literacy
Examining the nature and effects of feedback dialogue
From monologue to dialogue
Signature feedback practices in the creative arts
Educators’ perceptions of responsibility-sharing in feedback processes
Researching feedback dialogue
Not seeing the wood for the trees
Rethinking models of feedback for learning
The Architectural Review
Students’ views of the architectural design review
Student and tutor perceptions of the pedagogical potential and challenges of design jury as an assessment method
Transcription and Qualitative Methods
The development of student feedback literacy
Constructing discussion tasks in university tutorials
| Highly cited | No |
|---|