Architecture students' uptake and use of formative and summative feedback.

Increasingly, attention is being turned toward the actions of students in relation to feedback. This paper presents the outcomes of a questionnaire study researching what undergraduate and postgraduate architecture students perceive as the purpose of feedback, how they use feedback on their coursework, and what makes them more likely to act on it. An overarching theme in their conception of feedback's purpose was that of a guide for improving coursework and learning. Two key dimensions that facilitated use over the longer term were feedback being generative and informing their working methods. The study revealed students engaging in a range of strategies with both formative and summative feedback to prioritise their next work; these could form the basis of facilitating wider adoption of these methods across the student body. There were similarities, but also substantial differences, between how undergraduate and postgraduate students reported perceiving and utilising feedback, which may have impact on feedback provision to enhance uptake and use. Whereas undergraduate students saw feedback's purpose in terms of directing improvement, postgraduates were more likely to see their own role in the process. Postgraduates were more likely to question feedback's validity over the longer term. [ABSTRACT FROM AUTHOR]