Abstract
This article reflects on the learning value for students of formative assessment feedback in the large studio crit. A variety of research studies have established that formative assessment and feedback can affect the quality of learning (Black and Wiliam 1998; Crooks 1988, 2001; Gibbs 1992; Harlen and James 1997; Ramsden 1992; Sadler 1989, 2005; Torrance 1993; Torrance and Pryor 1998). The article draws on the findings of a small focused study (Blair 2006) and references other research studies into the studio crit in art and design and architecture. The study premises that the learning value of feedback students receive at the large crit is often affected by their perception of self. This, the study evidences, results in much of the verbal formative assessment feedback literally falling on deaf ears.
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