In the workshop, although we’re not directly involved in assessments, we engage with students day-to-day by providing verbal feedback on design choices, technical improvements, and key considerations. When a student presents a piece of work, we ask pointed questions like “What do you think?”—as highlighted by Tofade, Elsner, and Haines (2013), questions help trigger prior knowledge, deepen understanding, and encourage critical thinking.
Students often seek our opinions on design aesthetics, but we avoid imposing our preferences. Instead, we encourage them to think critically with questions like, “What color best complements your palette?” or “Do you want the colour to make the embroidery stand out?” After these questions, we offer technical advice that focuses on improving the technical aspects of their work, minimizing subjective and personal preferences.
To enhance the quality of our feedback and create more understanding and room for technical feedback, I propose creating a checklist for students when they first use Wilcom (the embroidery software). A similar technical induction has been implemented in Year 2 at London College of Fashion, by the team including a peer Pg-Cert colleage Farah, resulted in improved work quality. The checklist would be referenced after preparing the digital design file, guiding students on any necessary adjustments that need to be made. This approach would not only help develop a critical eye but also encourage deeper design knowledge, enabling more meaningful feedback from both us and the students themselves.
The checklist will also ensure students understand the tasks clearly. While we often ask, “Does that make sense?” students may affirm without fully grasping the concepts. A checklist provides a more visual and concrete way to reinforce their learning.
Sample checklist points include:
- Stitch density: Have you checked? (General: Dense stitching: 0.3mm, cotton thread: 0.45mm)
- Underlay: Have you selected the correct one? (e.g., Tatami for Satin, Zig Zag for Tatami)
- Thread colors: Have you confirmed your thread colors?
- Stitch order: Does your embroidery need branching? Is the color order optimal?
- Size: Is the size correct?
- Duplicates: Are there any duplicate shapes?
To promote student agency, aligned with UAL’s Compassionate Feedback Prompts (2022), I propose that students will reflect on the checklist after a trial period, providing feedback on its utility and any potential improvements that could be made. This will empower students to take ownership of their learning while offering valuable insights for further refinement of the process.
In conclusion, by implementing a structured checklist for students, we can enhance the quality and depth of feedback provided in the workshop. This approach not only encourages students to critically assess their own work but also creates greater student agency, allowing room to take ownership of their learning. The checklist will serve as a clear, visual guide to help students make necessary adjustments and improve their technical skills, while also reinforcing their understanding.
References
AEM and Attainment Team, University of the Arts London (2022). Enhancing assessment for equity Compassionate feedback. [online] Available at: https://www.arts.ac.uk/__data/assets/pdf_file/0025/381364/Compassionate-feedback-prompts_Final_November-2022-3.pdf [Accessed 5 Mar. 2025].
Tofade, T., Elsner, J. and Haines, S.T. (2013). Best Practice Strategies for Effective Use of Questions as a Teaching Tool. American Journal of Pharmaceutical Education, 77(7), p.155. doi:https://doi.org/10.5688/ajpe777155.