Feedback Orientation of Students in Studio-Based Learning Courses

Abstract

Formative Assessment plays a critical role in the pedagogy of Studio Based Learning (SBL). Budget constrictions are increasing class sizes, leaving SBL instructors less time to spend with each student. Instructors need to be efficient and effective in their feedback. This research aims to identify interior design students’ orientation to their instructors’ feedback during SBL courses. This study analyzed student’s feedback sentiments along four orientations; utility, sensitivity, confidentiality, and retention. All participants found utility in their instructors' feedback; most participants were not sensitive and retained the feedback. For maximum effectiveness, instructors should consider the orientations of each student when giving feedback. Further studies are needed to provide SBL instructors a guide for quality feedback.