Students- Perception of the Evaluation System in Architecture Studios
Architecture education was based on apprenticeship
models and its nature has not changed much during long period but
the Source of changes was its evaluation process and system. It is
undeniable that art and architecture education is completely based on
transmitting knowledge from instructor to students. In contrast to
other majors this transmitting is by iteration and practice and studio
masters try to control the design process and improving skills in the
form of supervision and criticizing. Also the evaluation will end by
giving marks to students- achievements. Therefore the importance of
the evaluation and assessment role is obvious and it is not irrelevant
to say that if we want to know about the architecture education
system, we must first study its assessment procedures. The evolution
of these changes in western countries has literate and documented
well. However it seems that this procedure has unregarded in
Malaysia and there is a severe lack of research and documentation in
this area. Malaysia as an under developing and multicultural country
which is involved different races and cultures is a proper origin for
scrutinizing and understanding the evaluation systems and
acceptability amount of current implemented models to keep the
evaluation and assessment procedure abreast with needs of different
generations, cultures and even genders. This paper attempts to
answer the questions of how evaluation and assessments are
performed and how students perceive this evaluation system in the
context Malaysia. The main advantage of this work is that it
contributes in international debate on evaluation model.
[1] S.Kostof,"The Architect in the Middle Ages, East and West. In S. Kostof
(Ed.), The Architect: Chapters in the History of the Profession. New
York, NY: Oxford University Press.(1977).
[2] A.J.Lackney, "A History of the Studio-based Learning Model",
Educational Design Institute, Mississippi State, 1999
[3] J .Dewey,"Art as Experience", 1934
[4] W.Attoe, "Architecture and Critical Imagination", New York, John
Wiley & Sons. , 1978
[5] A.M.Salama, "student perceptions of the architectural design jury",
International Journal of Architectural Research, Vol.4,2010
[6] Malaysian institute of architects (PAM),"Malaysia country
report",ARCASIA COMMITTEE FOR ARCHITECTURAL
EDUCATION (ACAE),31st ARCASIA COUNCIL MEETING,Lahore,
Pakistan,October, 2010
[7] D.Schon, "The reflective practitioner: How professionals think in
action", New York: Basic Books, 1983
[8] Crooks, Terry, Kane, Michael and Cohen, S. Alan, "Threats to the Valid
Use of Assessment" , Assessment in Education 265; Canon and Newble,
above n 7, ,1996,168.
[9] N.Utaberta,B.Hassanpour and Ismar ,"Redefining Critique Methods as
an Assessment Tools In Architecture Design Studio", wseas transaction
on advanced education.359 , 2010.
[10] C.Dilnot,A.Krieger,E.Robbins, w.Saunders and M.Scogin,"Teaching and
Curriculum at the GSD: Design Jury Roundtables", GSD News,
Summer,1993,pp 3-15.
[11] P.Dozois, "Construction Trough critique, the dialogic form of design
studio teaching and learning", Manitoba University, PHD Thesis,2001.
[12] A.Datta, "Gender and Learning in the Design Studio", Journal for
Education in the Built Environment, Vol. 2, Issue 2, October 2007 pp.
21-35.
[1] S.Kostof,"The Architect in the Middle Ages, East and West. In S. Kostof
(Ed.), The Architect: Chapters in the History of the Profession. New
York, NY: Oxford University Press.(1977).
[2] A.J.Lackney, "A History of the Studio-based Learning Model",
Educational Design Institute, Mississippi State, 1999
[3] J .Dewey,"Art as Experience", 1934
[4] W.Attoe, "Architecture and Critical Imagination", New York, John
Wiley & Sons. , 1978
[5] A.M.Salama, "student perceptions of the architectural design jury",
International Journal of Architectural Research, Vol.4,2010
[6] Malaysian institute of architects (PAM),"Malaysia country
report",ARCASIA COMMITTEE FOR ARCHITECTURAL
EDUCATION (ACAE),31st ARCASIA COUNCIL MEETING,Lahore,
Pakistan,October, 2010
[7] D.Schon, "The reflective practitioner: How professionals think in
action", New York: Basic Books, 1983
[8] Crooks, Terry, Kane, Michael and Cohen, S. Alan, "Threats to the Valid
Use of Assessment" , Assessment in Education 265; Canon and Newble,
above n 7, ,1996,168.
[9] N.Utaberta,B.Hassanpour and Ismar ,"Redefining Critique Methods as
an Assessment Tools In Architecture Design Studio", wseas transaction
on advanced education.359 , 2010.
[10] C.Dilnot,A.Krieger,E.Robbins, w.Saunders and M.Scogin,"Teaching and
Curriculum at the GSD: Design Jury Roundtables", GSD News,
Summer,1993,pp 3-15.
[11] P.Dozois, "Construction Trough critique, the dialogic form of design
studio teaching and learning", Manitoba University, PHD Thesis,2001.
[12] A.Datta, "Gender and Learning in the Design Studio", Journal for
Education in the Built Environment, Vol. 2, Issue 2, October 2007 pp.
21-35.
@article{"International Journal of Business, Human and Social Sciences:59388", author = "Badiossadat Hassanpour and Nangkula Utaberta and Azami Zaharim and Nurakmal Goh Abdullah", title = "Students- Perception of the Evaluation System in Architecture Studios", abstract = "Architecture education was based on apprenticeship
models and its nature has not changed much during long period but
the Source of changes was its evaluation process and system. It is
undeniable that art and architecture education is completely based on
transmitting knowledge from instructor to students. In contrast to
other majors this transmitting is by iteration and practice and studio
masters try to control the design process and improving skills in the
form of supervision and criticizing. Also the evaluation will end by
giving marks to students- achievements. Therefore the importance of
the evaluation and assessment role is obvious and it is not irrelevant
to say that if we want to know about the architecture education
system, we must first study its assessment procedures. The evolution
of these changes in western countries has literate and documented
well. However it seems that this procedure has unregarded in
Malaysia and there is a severe lack of research and documentation in
this area. Malaysia as an under developing and multicultural country
which is involved different races and cultures is a proper origin for
scrutinizing and understanding the evaluation systems and
acceptability amount of current implemented models to keep the
evaluation and assessment procedure abreast with needs of different
generations, cultures and even genders. This paper attempts to
answer the questions of how evaluation and assessments are
performed and how students perceive this evaluation system in the
context Malaysia. The main advantage of this work is that it
contributes in international debate on evaluation model.", keywords = "Architecture, assessment, design studio, learning", volume = "5", number = "5", pages = "661-7", }