An Approach to Enhancing Continuous Evaluation through Self-Reflection among Students of the Foundation Program in Design Course

Abstract

Continuous evaluation and self-reflection are essential components of design education, promoting critical thinking, creativity, and self-directed learning. An engaging self-assessment is a significant process for cultivating innovative projects. It allows students to evaluate multiple stages in order to improve their comprehension and recognize the scope of improvement. An established approach is the use of design journals or sketchbooks, where students can document their design process, thoughts, and ideas. These journals function as a tool for self-reflection, allowing students to track their progress, identify the scope of improvement, and articulate their design decisions. The evaluation process also incorporates peer feedback and critique sessions, offering students a range of perspectives and insights into their work. This paper explores an approach to enhancing continuous evaluation through self-reflection among students of the Foundation Program in Design Course. The study focuses on how self-reflection can improve students’ understanding of their design processes, prepare them for improvement, and ultimately enhance their overall learning experience. The researcher conducted a systematic exploration with foundation year students from different batches and similar assignments to inculcate self-reflection as a valuable tool. This paper discusses the digital real-time feedback approach to facilitate self-reflection with specific criteria. It encourages students to consider their design decisions and iterate on their work in a focused manner. By integrating self-reflection into the continuous evaluation process, this approach aims to encourage students to share responsibility for learning. The objective is to familiarize students with the notion of self-evaluation as an initial informal experience prior to engaging in formal assessment at the foundation level.