ABSTRACT
Two student-led reviews were run, each including feedback and evaluation activities. They were run at the interim review stage of second-year design projects involving the whole year of 70 students. While their structure was prescribed, responsibility for running them, including their time-keeping, was handed over to the students. The tutors’ role was
restricted to facilitating the process. Seats were arranged in a single-line semi-circle around the presentation area, with the tutors seated behind the students, thereby psychologically reinforcing the principle that the session was student-led.
