ABSTRACT
This chapter discusses selected relevant issues in relation to teaching, learning and assessment in design-based subjects. A major feature is the crit - or critical review - during which, in front of their peers, students present a design project to a jury of teachers, respond to questions and receive commentary on their work. Processes of socialisation can play a role in developing close relationships between participants which may carry positive implications for formal or informal peer-feedback elements. John Lin is both a practising architect and a teacher of Architectural Design. He was a recipient of a University Outstanding Teaching Award in 2010, and four years later won a prestigious teaching award which spans all the universities in Hong Kong. The architecture case exemplifies the unified nature of the learning-oriented assessment framework. There is a coherence between the portfolio assessment task, the development of evaluative expertise through learning to critique design work, and the processes of dialogic feedback.
