This article examines the pedagogical potential and challenges of the design jury as an assessment method from the perceptions of the tutor/jury member and the design students. It aims to gain an understanding of the factors that create opportunities for, and barriers to, the promotion of learning in the design jury. It inquires the possible contributions of the jury into formative evaluation processes in design education. The results show that (1) the communication modalities, and (2) the evaluation criteria influence the way tutors and students perceive design jury as a pedagogical method. While the hierarchy between the jury member and the student creates a barrier to constructive feedback, a balance between formative and summative evaluations is essential in the design jury. Transparency of evaluation criteria decreases design students’ concern for grade. The design jury could also serve for formative evaluation. A student-centred approach to design jury engenders experiences of deep learning.

本文从导师/陪审团成员和设计学生的看法中，研究了设计陪审团作为一种评估方法的教学潜力和挑战。它旨在了解为设计评审团促进学习创造机会和障碍的因素。它询问陪审团对设计教育中形成性评估过程的可能贡献。结果表明，（1）沟通方式和（2）评估标准影响导师和学生将设计陪审团视为一种教学方法的方式。虽然陪审团成员和学生之间的等级制度对建设性反馈造成了障碍，但在设计陪审团中，形成性评估和总结性评估之间的平衡至关重要。评估标准的透明度降低了设计专业学生对成绩的关注。设计评审团也可用于形成性评估。以学生为中心的设计陪审团的方法产生了深度学习的经验。