Action inquiry into the graphic design critique

The action inquiry reported here was undertaken within the context of the fourth and final year of studies in the subjects Graphic Design (GD) 4.1 & 4.2 of the Bachelor of Graphic Design course at the University of Canberra. The principal objectives of this final year of study are: preparing students to reach a suitable level to enter the profession; preparing an individual professional portfolio; developing student abilities to work independently; refining students' communication skills; and producing creative and individual project works.

To achieve these objectives students undertake self-selected and self-directed studies while consulting vigorously with their peers, colleagues and staff. As the year progresses, students take increased responsibility for their personal studies through to almost autonomous operation by the end of the year. Throughout the fourth-year program, the lecturer facilitates, rather than performs as a didactic teacher. As a 'consultant' and sometimes as a 'client' the teacher acts as a sounding board and gives verbal feedback to the student. Verbal feedback can occur in formal or informal situations, is often impromptu, and it can occur in very public arenas. Feedback may occur informally, one-on-one in the car park, formally in a class of fifty students, or informally in a tutorial of fifteen to twenty students.

Data contributing to the action inquiry into formal oral feedback in the graphic design 'crit' has been gathered over five cycles of reflect-plan-act (Table 1).

Action inquiry cycles 1 and 2 were undertaken during 2003-2004 and have been reported elsewhere (Taylor & McCormack, 2004). A checklist for giving constructive feedback (Table 2) was developed over the first two cycles.

The outcomes of cycle 3 - embedding constructive feedback into face-to-face teaching practice - and cycle 4 - trialing the checklist in an online verbal feedback context. The fifth cycle will commence later this year.

The overall aim for cycles 3 and 4 was to improve the practice of giving feedback. In particular, the academic sought to:

• Trial a structured process for giving verbal feedback using the checklist developed in cycles 1 and 2. Read it regularly. Read it just before class. Keep a copy at hand to glance at during class. Reflect on the outcomes immediately after class.

• Practice the process of delivery based on the checklist to a point where it becomes subliminal, automatic.

• Concentrate on praise, a possible stumbling point for me.

• Try online verbal feedback. Investigate the advantages and disadvantages of online verbal feedback. And ask students for their perceptions of the delivery of this feedback.

مواضيع ذات صلة

Perspectives of Teachers and Students towards Assessment

Conclusions for Effective Verbal Feedback for Project-Based Assessment: A Case Study of the Graphic Design Critique

Future research directions

Learning from students perceptions of feedback

Outcomes of the action inquiry Analysis of students perceptions of feedback

Research methodology The action inquiry process

Significance of the research

Design assessment and feedback

Feedback and learning

Assessment, learning and feedback in higher education Assessment and learning

Effective Verbal Feedback for Project-Based Assessment: A Case Study of the Graphic Design Critique

Further considerations for the student experience