The value of oral feedback in the context of capstone projects in design education

Main Article Content

Kristine Hoeg Karlsen

Abstract

Research frequently reports student dissatisfaction with feedback in higher education. Large class sizes and modularization challenge teachers in providing useful feedback. Most of these studies have investigated student perceptions of written feedback in coursework, and few attempts have been made considering feedback in face-to-face contexts such as bachelor's degree projects. This study aims to enrich our understanding of students' perception of feedback in the context of supervision of bachelor's degree projects using Karlsen's (2015) PLUS model to systematise factors that help improve their utilisation of feedback in learning. Qualitative interviews were used to collect data from two bachelor student cohorts doing their degree projects as part of industrial design programmes and computer science at a mid-sized Norwegian university college (n=28). Results indicate that students generally find teachers' feedback more useful than useless. In addition to the students own attitudes towards assessment, they report that how they perceive the supervisors' trustworthiness matters when utilising feedback.

Article Details

How to Cite
KARLSEN, Kristine Hoeg. The value of oral feedback in the context of capstone projects in design education. Design and Technology Education: an International Journal, [S.l.], v. 22, n. 3, p. 9-32, dec. 2017. ISSN 1360-1431. Available at: <https://ojs.lboro.ac.uk/DATE/article/view/2221>. Date accessed: 18 feb. 2018.
Keywords
types of feedback; capstone projects in design; formative assessment; supervision; learning; students’ responses to feedback.
Section
Research