Interpretations of assessment: a study of students' understanding of the assessment criteria through the practice of formative feedback

This study reports the findings of a 15 month research project, situated in my own institution, focused on design undergraduate students' understanding of assessment criteria through formative assessment. The literature search indicates that there is not a substantial body of research in this area and even less within the subject discipline. The study investigates, through four research questions, the relationship of formative assessment to the summative grade and the students' interpretation and understanding of tutor formative assessment feedback both at the beginning (level 1) and end (level 3) of their undergraduate courses. The main focus for this study is the observation and collection of data from two level 1 studio projects, investigating the verbal interaction of tutors and students, especially through the briefing and critiques sessions. These data are supported and triangulated by a series of student and tutor interviews and student questionnaires. The analysis reveals a variation between tutors and students perception of the process and students' understanding of information disseminated at level 1 and surprisingly also at level 3. Factors, such as trusting that tutors know best, are indicated by students as compensation to not understanding the process. This study highlights important areas of research development for further study.