a reflection on the pros and cons of the 'crit' as a method for delivering feedback and conducting assessment: a case study

Abstract

The 'crit' is a feedback and assessment method used in architectural education and many other art and design subjects. It is unquestionably adopted as the singular method for formative feedback and assessment. This paper reflects on the 'crit' in the light of contemporary teaching theory and identifies a number of its strengths and shortcomings. Reflection on a practice is based on a case-study of the use of this approach in one programme area. Recognising that the 'crit' is unlikely to be supplanted by any other feedback or assessment method, reflection has generated suggestions as to how it could become a more effective learning tool.