Difference in grading parameters in architectural schools and its impact on the competency rating of future professionals

Alagbe, O. A.; Oluwatayo, A. A.; Aderonmu, P. A; Alalade, Gbenga

doi:10.1016/j.foar.2015.06.001

Cited by 7 publications

(7 citation statements)

References 9 publications

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“…In Fig.1, some factors that Affect Students' Perception of Jury are (i) Fear of defense (iii) physical environmental setting, (iii) Grading standard,(iv) Adherence to mentor's instructions (v) gender/juror bias,(vii) personal preference, (vi) fear of the standard. In the study conducted by [4] on the difference in grading parameters in architectural schools, attention was drawn to disparity between how students were graded by the representatives of the professional bodies and the academia. The low scores awarded to the students by Nigerian Institute of Architects' representative suggested that the expectations of practicing architects from the students were different from the focus of the academia.…”

Section: Results Discussion and Analysismentioning

confidence: 99%

Students’ Perception of Design Studio Jury in Schools of Architecture in Nigeria

Alagbe¹,

Aderonmu²,

Alagbe³

et al. 2017

INTED Proceedings

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An examination is a formal test of a person's knowledge or proficiency in a particular subject or skill. An often time, the approach of an examination is accompanied by examination phobia on students, which suggests that the examination period is not always a pleasant one. Architectural jury for design studio works is the equivalent of examination for written courses; hence, students perceive it with mixed feelings. Apart from being an examination, the jury also presents an opportunity for students to learn in an atmosphere that can either be jocular, antagonistic or reassuring. Despite the age long tradition of the jury evaluation system, there are few literatures that have assessed the perception of students towards its use and suitability as a means of performance measurement. The purpose of this study is to investigate students' perception of the jury system as an integral pedagogical process of evaluating design studio works. Data was collected through a survey of two purposively selected schools using a structured questionnaire as instrument of data collection. The respondents were students across the 3rd to 4th and 5th to 6 th year of undergraduate and postgraduate study respectively. Data obtained was analyzed using descriptive and inferential statistics. Findings from the study would be useful in the development of national academic policies for Nigerian Schools of Architecture towards improving students' acceptance of the jury process as a tool for learning and assessment on one hand, and also to improve their performance in the jury on the other hand.

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Section: Results Discussion and Analysismentioning

confidence: 99%

Students’ Perception of Design Studio Jury in Schools of Architecture in Nigeria

Alagbe¹,

Aderonmu²,

Alagbe³

et al. 2017

INTED Proceedings

View full text Add to dashboard Cite

show abstract

“…From a review of the technical-scientific literature, it may be assumed that, at present days, there is no consensus agreed upon the methodological and pedagogical approaches to be practiced in an architectural design studio course. The organizational problem remains among the open debates [11][12][13], as well as the option of approaches involving the creative, critical and pragmatic thinking [14][15][16], the communication techniques [10], the value of sketches and hand drawings [17][18], and the grading issues [19][20].…”

Section: Present Day's Educational Problemsmentioning

confidence: 99%

An Experimental Approach to the Sophomore Architectural Design Studio

Pavlovic¹

2020

cea

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Architectural education is widely dominated by design studio courses. Their organization and development constitute an open challenge for educators due to the complexity of the participating factors, i.e., teaching method, design topics, assignments, expected learning outcomes, and experimentation. In particular, the organization might be considered as the factor that characterizes the whole process of the design studio course in different forms. In this research, an experimental approach based on 3 project assignments has been proposed for the sophomore design studio courses, as an alternative to the common practice of single project assignment per semester. The procedure aims on proposing a method that allows the students to maintain the organizational schemes of the freshman courses and increase their competences constantly and progressively. The process has been implemented during the fall semester 2019 and applied in the Architectural Design Studio 1 at Alanya Hamdullah Emin Pasa University, Department of Architecture, program in the English language. At the conclusion of the experiment, a questionnaire for the students has been conducted. The paper presents the organizational model proposed, the results of the questionnaire, observations of the lecturer, and discusses the reliability of the proposed method.

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“…A study by Oluwatayo et al [11] revealed that nominal attention was given to the differences in evaluation criteria at the architectural schools. In addition to their effect on deciding the efficiency rating of the future architects [11] .…”

Section: I Past Researchesmentioning

confidence: 99%

An empirical study to evaluate the architectural design in the construction documents stage using a criteria-based evaluation model

Elbellahy

2020

Eng. Sci. and Milit. Techno.

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Educational methods of the architecture programs require regular review and continued development to be consistent with the changing standards of the architectural engineering sciences. Although evaluation has an essential role in the education process to make judgments about the quality of the students and their products, few studies have been interested in developing an evaluation method to evaluate the architectural design. Previous studies confirmed the need to develop standards-based evaluation models to evaluate the students' architectural designs in all design stages, as well as an objective weighting method to quantify the weight of each evaluation criterion compared to other evaluation criteria. In this context, this research proposes a criteriabased evaluation model that is oriented to evaluate the students' products of working drawings in the construction documents phase. This research concluded that using a criteria-based evaluation model can achieve a good, accurate, and fair evaluation of the working drawings and can decrease the deviation among multi-evaluators as well as leading to improve the quality of students' working drawings.

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Difference in grading parameters in architectural schools and its impact on the competency rating of future professionals

Cited by 7 publications

References 9 publications

Students’ Perception of Design Studio Jury in Schools of Architecture in Nigeria

Students’ Perception of Design Studio Jury in Schools of Architecture in Nigeria

An Experimental Approach to the Sophomore Architectural Design Studio

An empirical study to evaluate the architectural design in the construction documents stage using a criteria-based evaluation model

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