Is it really a choice between quantity and quality for peer feedback?

• Autores: Sitoë Thiam, Tiffany Madruga, 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. 687-701
• Idioma: inglés
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• Resumen

  • Generating and sharing authentic feedback is the first step to improving a design process and design artifact. Receiving thefeedback meaningfully is the second step towards improvement. There are various ways feedback can be given, and designersrespond differently to each. However, designers cannot respond to feedback they never receive. Design reviews are helpful becausethey hold a space where feedback is sought after and exchanged. However, design reviews can be challenging for novice designersto navigate. Grades, fear of reciprocation, and social entanglement amongst students can factor into a design student’s ability toparticipate in design reviews productively. Due to these factors and others, students may not provide enough high-quality feedbackto help their peers improve on their design process. In this study, the authors investigate if the quantity of feedback peers provideeach other can be increased through a manipulation of the expected quantity of comments advertised to students. The authors alsoexamine the relationship between increased quantity of feedback and the average quality of the comments across dimensions ofease of use, professional tone, originality, and importance. The findings indicate a slight decrease in comment quality at the highestexpectation of feedback quantity. However, this decrease in some dimensions of quality, while statistically significant, may not bepractically limiting with respect to the overall value of the feedback. Identifying the threshold of diminishing returns on quality forquantity may be useful for practitioners when establishing expectations on feedback.