
When Students Become Critics: Reviewing peer reviews in theory and practice
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.
Keywords: DESIGN REVIEW; FORMATIVE FEEDBACK; PEER REVIEW; STUDENT PERCEPTIONS
Document Type: Research Article
Publication date: March 1, 2020
Charrette is the open access peer reviewed journal of the asssociation of architectural educators (aae). Contributions are welcomed from practitioners and theorists engaged in innovative and significant architectural education and research.
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