Assessing architectural design processes of diverse learners

Crowther, Philip (2010) Assessing architectural design processes of diverse learners. In Proceedings of ATN Assessment Conference 2010 : Sustainability, Diversity and Innovation, University of Technology Sydney, Sydney, NSW.

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Given that what students learn is so strongly related to how they learn, the modes of delivery and assessment that we as teachers provide them with have a major impact on their ability to learn. As this paper shows, good learning environments are constructed from a range of modes that respond to student learning styles and seek to align activities and learning outcomes with assessment tasks, to better accommodate a diversity of student learning styles and backgrounds. This paper uses a number of models of learning to critique and analyse the traditional practices of assessment in an architectural design class, and then proposes and reports on an alternative pattern of assessment. It discusses the issues of accommodating a group of first-year architecture students at Queensland University of Technology in 2009. These students arrived with diverse prior learning backgrounds, the group being evenly split between those with drawing capabilities and those without. They also had a variety of learning style preferences. The experiment in alternative assessment patterns presented here shows that what has traditionally been considered a diverse and difficult cohort of students can benefit from the assessment of a range of task types at different stages in the learning cycle.

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ID Code: 39114
Item Type: Conference Paper
Refereed: Yes
Keywords: Assessment, Design, Diversity, Variety, First-year, HERN
Subjects: Australian and New Zealand Standard Research Classification > BUILT ENVIRONMENT AND DESIGN (120000) > ARCHITECTURE (120100) > Architectural Design (120101)
Divisions: Past > QUT Faculties & Divisions > Faculty of Built Environment and Engineering
Copyright Owner: Copyright 2010 [please consult the author]
Deposited On: 10 Dec 2010 00:09
Last Modified: 29 Feb 2012 14:25

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