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When Students Become Critics: Reviewing peer reviews in theory and practice

Smith, CR (2020) When Students Become Critics: Reviewing peer reviews in theory and practice. Charrette, 6 (1). pp. 71-92. ISSN 2054-6718

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Abstract

The design review is so embedded in the Architecture curriculum that alternative approaches are infrequently – if ever – considered. This article researches student peer review through a project evaluating students’ experiences of them. Attention is paid to how they compared to the traditional review, how participants valued peer feedback and how the process affected subsequent leaning. The research concludes peer review to be a valuable formative feedback process, but not a replacement for traditional reviews; that they are an effective means of augmenting students’ participation and agency within their learning; and offer significant value in developing critical analysis skills and self-reflection.

Item Type: Article
Uncontrolled Keywords: Design review; Peer review; Formative feedback; Student perceptions
Subjects: L Education > L Education (General)
L Education > LC Special aspects of education
N Fine Arts > NA Architecture
Divisions: Art & Design
Publisher: Association of Architectural Educators
Date Deposited: 04 May 2020 10:10
Last Modified: 04 May 2020 10:15
URI: http://researchonline.ljmu.ac.uk/id/eprint/12873

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