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<https://discovery.ucl.ac.uk/id/eprint/10019831> <http://purl.org/dc/terms/title> "Perception interpretation impact ;an examination of the learning value of formative feedback to students through the design studio critique"^^<http://www.w3.org/2001/XMLSchema#string> .
<https://discovery.ucl.ac.uk/id/eprint/10019831> <http://purl.org/ontology/bibo/abstract> "The studio critique (crit) is a firmly established and fiercely defended part of\nundergraduate art and design education, both here in the UK and in many other\nparts of the western world. It is an established and important part of a studiobased\nculture, where teachers and students can discuss, experiment with and\ndevelop ideas and concepts within a 'supportive environment.' This thesis\nexamines the role and nature of the formative feedback received by students\nand given by teachers and sometimes student peers at the crit, and examines\nthe crit's contribution to design students' current and future learning.\nThe data in this study is collected through a series of individual interviews with\ndesign students and teachers, together with interviewed student focus groups\nand crit observations in three UK Institutions. This data is analysed with\nreference to current literature on formative assessment and feedback and\nstudent learning.\nThe thesis premises that how effectively students learn in the critique and the\nunderstanding and benefit gained from the formative feedback they receive is\nnot just reliant on the quality and focus of the formative feedback, but could also\nbe affected by other factors such as the power position (Devas, 2004, Sara and\nParnell, 2004), the stress factor (Pope, 2005) and what Kluger and DeNisi\n(1996) call the self or meta factor, where the quality of feedback interventions\ntogether with students' prior learning experience or understanding (Prosser &\nTrigwell, 1999) can impact on students' persona of themselves. This can affect\nthe cognitive resources applied to the activities of the critique. The thesis\nidentifies four main learning activities in the crit and suggests that cognitive\nlearning is often impacted on by four main categories of perception of self. This,\nthe thesis argues, can result in impaired or surface student learning."^^<http://www.w3.org/2001/XMLSchema#string> .
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