Documenting verbal critiques in design education.

This paper discusses some of the pedagogical, pragmatic and administrative implications of conducting verbal critiques as a mechanism of assessment in design education. As a design discipline within a university where the days of small student cohorts and intimate studio sessions are now but a fading memory, some comments are offered regarding the process of transitioning from a model of periodic project submissions to an open formative and summative critique model. Harnessing the positive learning experiences that come with a verbal critique while still meeting many of the administrative requirements of an educational institution are explored, suggesting some possible technological solutions. In particular, a digital assessment tool is proposed to both aid the critique process as well as satisfying the need to generate specific documentation