Criteria-Based Assessment and Grading in Architecture Design Studio
Education is a contiguous and consecutive process. Thereby learning skills and knowledge in any context, requires strong and potent academic basis. To reach this target, evaluation as a means to recognize student’s learning level and making decisions for further educating steps seems essential. Al...
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| Main Authors: | , , , , |
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| Format: | Book Chapter |
| Language: | en |
| Published: |
Springer
2012
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| Subjects: | |
| Online Access: | http://ir.unimas.my/id/eprint/31099/1/Criteria-Based.pdf http://ir.unimas.my/id/eprint/31099/ |
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| Summary: | Education is a contiguous and consecutive process. Thereby learning skills and knowledge in any
context, requires strong and potent academic basis. To reach this target, evaluation as a means to recognize
student’s learning level and making decisions for further educating steps seems essential. All the Educational
systems have sort of official examination, assessment or grading policy to measure students taught amount. In
the typical policy, students are told clearly about the proposed assessment program and the relative weightings
of the various components and they are given timely and helpful feedback after each assessment episode.
Internationally, in these decades, universities and educators have become increasingly committed to making
assessment and grading more effective in promoting student learning. Appraisal methods and grading systems
in studio based educating systems, such as architecture, more than other majors and fields needs attention and
scrutiny. Because transmitting the success amount of solving ill-defined problems in design studios to grading
symbols are more difficult than multiple choice tests and even open ended questions. The primary interest of
this paper is in grading methods that claim to be criteria –based. |
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