Feedback literacy in design-based settings: a study of architecture students

Feedback and reflection, both reflection-in-action and reflection-on-action, are crucial for design iteration in architectural pedagogy. This study examines how architecture students interpret, internalise, and reflect on feedback. The findings indicate that 71.67% of students are feedback-literate, with significant differences across epistemological, ontological, and action capacities. A strong student preference for written feedback (61.7%) over oral feedback (36.7%) was evident, highlighting a significant mismatch between students’ needs and current pedagogical practices. We identified eleven distinct feedback-related behaviours among students, with implications applicable not only to architecture pedagogy but also to other design-based educational contexts.