During the test phase, you will ask your target group - and possibly other experts - for feedback on your prototype. The students will let their target group and the experts try the product, study it and give their opinions. All feedback will be collected. If there is no target group available for whatever reason, then the idea can also be tested on another team, for example teachers or parents. 360 degree feedback is always useful and improves the process.
Ultimately you are creating a product for your target group. Your own ideas are important, but the insights of others ultimately ensure that you learn from the process and rise above yourself. The teacher encourages the students to organise feedback, which enables them to ensure that the solution closely matches the needs of the target group. Good feedback also results in a broadening of the “designer’s” horizon (“Oh, I could have done it like that too...”)
Ask some people from the target group to try the product as an expert, look at it, etc. and ask for feedback that is as open as possible. (This can be achieved with a survey if necessary, but explain to the students that the questions need to be as open as possible; the feedback should also be as creative as possible). Ensure that students do not respond to this feedback or defend themselves and have them write everything down = the prototype can be improved at a later stage if necessary. Encourage discipline in the process.
Once prototypes have been created for one or more options, these should be presented (preferably simultaneously) to the target group and the experts. It may be sensible to inform them about the problem definition. Feedback will then be collected. This can be achieved, for example, by giving everyone an open feedback form to complete, with 4 categories: positive points, points for improvement, ideas, questions.
After the feedback, you actually always return to the prototype phase to incorporate the feedback in the design. An improved prototype is very well suited for a new round of feedback. If the feedback has raised more questions, then you can always decide to perform a new study in the empathise phase, change the problem definition in the define phase, or add ideas to the list in the ideate phase. As previously indicated: the DT method requires a cyclical approach, or even a two-pronged approach. Going through the cycle improves the end result. The coaching can focus on this aspect, by asking critical and supportive questions.
Involve te target group here too!
Feedback can discuss both content and process
Don’t be scared by feedback
Opt for a suitable form of feedback.