Formative + Summative Assessment (Including Crits)
Assessment is an integral part of education. The two main forms of assessment generally accepted are FORMATIVE ASSESSMENT and SUMMATIVE ASSESSMENT. While both of these are important, it is helpful to be clear about these differences and to be clear about the assessment 'conversations' you are having with students, and at what time in the semester.
FORMATIVE ASSESSMENT can provide feedback on students' learning during learning activities for both staff and students. When considering student learning throughout the semester, mid-semester crits, short quizzes or draft essay feedback can fulfil this role.
Timely assessment and FEEDBACK allows students to refine their approach going forward. It is very helpful to clearly identify FEEDBACK when it is being delivered to students, as they may not recognise when they are receiving it if they perceive it as just 'part of a general conversation'. Be clear about your delivery, and how your student/s should apply it.
SUMMATIVE ASSESSMENT, while still making use of crit presentations, quizzes or exams, or essays occupies a different role. In this case, assessment is used to measure the attainment of a level or outcome of learning, to rank students, or to measure student work against accreditation or progression requirements. While both of these are important, it is helpful to be clear about these differences and to be clear about the assessment 'conversations' you are having with students at what time in the semester.
Crits are a key form of assessment in the Faculty of Architecture, Building and Planning. They can be a valuable tool to enhance student learning, and the development of design skills and practices. When they work well they can be a rich collaborative learning discussion, but they can also be a cause of frustration and tension. The following links outline some key issues to consider, calls for creative application of the format, and ways crits can offer valuable learning.