Technicians in the 3D workshop are not involved in assessment in a traditional, curriculum-based sense however, assessment and feedback are integral components of my role. For example, students will come in with an idea of what they want to create, we discuss whether it is possible and how it can be created, and once they have achieved this, we will then evaluate whether that process has worked and whether it aligns with their project brief. This process reflects the Experiential Learning Cycle (Gibbs, 1988) which looks at the cycle of conceptualisation, experimentation, experience, and reflection when teaching through doing as demonstrated in the image below. The feedback will be given verbally through informal critiques throughout their sessions, I’ll provide notes and sketches to visually demonstrate what they can do next, and feedback can be sent via emails before they visit the workshop. As opposed to marking a finished project once it’s been submitted at a preselected deadline, the main form of feedback I use is face-to-face, real-time interactions. This could be verbal, visual, or collaborative and be in the form of a discussion, a diagram, or a demonstration depending on what needs to be assessed and why.
Due to the constraints of limited time and high turnover in the workshop environment, the demand for immediate feedback can impose significant pressure on instructors, as students frequently seek clarification, creating challenges in effective time management. This spontaneous and unpredictable nature of feedback can disrupt the learning of other students, as interruptions may occur during demonstrations or discussions. Furthermore, verbal feedback, if not documented, presents difficulties in tracking student progress over time. A recent observation at Central Saint Martin’s revealed an intriguing approach to monitoring progress within their metal workshop. Upon completing induction in various workshop areas such as angle grinding and welding, students receive stickers to affix to their ID cards. While seemingly simple, this system offers immediate feedback and visually represents the student’s advancement within the workshop. Implementing a similarly structured feedback framework, such as Russell’s Assessment Patterns (2010) employed at the University of Hertfordshire, could facilitate better time management, and ensure equitable distribution of feedback. Research indicates that regular feedback and assessments lead to improved student outcomes. In my context, I typically provide verbal feedback after students create an outcome in the workshop. However, fostering more frequent conversations throughout the process could create a more interactive evaluation approach, engaging students more deeply in their learning journey.
Moving forward when assessing students within the 3D workshop I want to make the feedback and assessment more tangible rather than purely verbal to track progress. It would be fantastic to bring in a more tangible system that allows myself and my team to understand students’ experience and knowledge within the space without sacrificing the little time we have. Whether this is a physical sticker on their ID cards, a digital badge beside their names on our booking system, or a folder of students’ progress in the workshop, having that data to track back their feedback and assessment is very important, especially with the high turnover. This would also give the students a sense of achievement and allow them to see for themselves they are learning new skills which are being recognised.
References:
Russell, M. (2010). Assessment Patterns: a review of the possible consequences. University of Hertfordshire, ESCAPE project.
Gibbs, G. (1998) Learning by Doing: A Guide to Teaching and Learning Methods. Oxford Brooks University, Oxford.
Jiao, Z., Yang, Y., Zhang, S., & Xu, J. (2022). A comparative study about attitudes towards the efficiency, effectiveness, and atmosphere of offline and online learning among medical students. Annals of translational medicine. https://doi.org/10.21037/atm-22-5112
Topping, K.J. (2023) Advantages and Disadvantages of Online and Face-to-Face Peer Learning in Higher Education: A Review. Education Sciences. https://doi.org/10.3390/educsci13040326