This research explores the process of assessment within the arena of architectural education by questioning traditional assessment practices and probing into the conditions that necessitate change. As architectural educators we have opened our studios to digital technologies for the purposes of design and representation, but how do we measure and judge new approaches to design process now that the tools students are using to solve problems have changed? New tools are available that allow us to examine the design process, but now that there are these new tools, how do we exploit them without completely uprooting our traditional assessment practices? Researchers have learned a great deal about how we learn, but how can this new understanding help to improve the learning that occurs in the architectural design studio?
These are the questions that this research has investigated, and with an understanding of the conditions that surround architectural education, a model for assessment has been proposed. That model integrates the technology used for design and representation with the available tools of technology for the purpose of assessment and a growing body of knowledge about the way that we learn. This model is specific to the study of architecture and the teaching and learning of design process.
|Advisor:||Krawczyk, Robert, Elnimeiri, Mahjoub|
|School:||Illinois Institute of Technology|
|School Location:||United States -- Illinois|
|Source:||DAI-A 74/01(E), Dissertation Abstracts International|
|Subjects:||Art education, Educational tests & measurements, Architecture|
|Keywords:||Architectural curricula, Assessment methods, Critique, Design, Pedagogy, Portfolio|
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