Reviewer perspective impact on design review feedback
- Autores: Tiffany Madruga, Sitoë Thiam, Andrea Vasquez, Ragini Kothari, Gordon G. Krauss
- Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 36, no. 2, 2020 (Ejemplar dedicado a: Clive L. Dym Mudd Design Workshop XI Design Education and Practice – How Process Matters), págs. 675-686
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
-
Resumen
Classroom based design reviews teach engineering students how to generate, deliver, and receive effective feedback. Feedback is acritical part of the design process, and so, it is important to study methods to improve the quality of the feedback. This studyexamines the prompted perspective of student reviewers where the perspectives adopted are either positive, balanced, or critical.The impact of these perspectives on the quality of student reviewer comments in the context of an introduction to engineeringdesign course is measured across three design reviews. Students review teams presenting their work and give them written feedbackon their designed artifact, design process, and presentation. Presenting team members individually evaluate each feedback commentquality across dimensions of ease of use, professional tone, originality, and importance. This study found that: 1. Promptedperspective has a statistically significant impact on the studied quality metrics and, 2. Over the course of the class, the threedifferent design reviews by students resulted in statistically significant changes in the quality metrics.
