This paper reports an action-oriented process in which final year graphic design students, a design lecturer and her colleagues collaborated to develop, trial and revise a checklist for giving constructive verbal feedback, both online and face-to-face, in a project-based assessment context. Authentic assessment, which emphasises the acquisition of relevant professional attitudes and competencies, is needed to prepare graphic design students for the workplace. Project-based assessment, which reflects real-life applications, is an established practice in design schools. The giving and receiving of feedback on projects is a critical learning moment in the assessment context that is immediately transferable to the professional design studio context
|Title of host publication||Enhancing Teaching and Learning Through Assessment|
|Place of Publication||The Netherlands|
|Number of pages||10|
|Publication status||Published - 2007|
Taylor, M-J., & McCormack, C. (2007). Effective Verbal Feedback for Project-Based Assessment: A Case Study of the Graphic Design Critique. In S. Frankland (Ed.), Enhancing Teaching and Learning Through Assessment (pp. 52-61). The Netherlands: Springer.