MEASUREMENT AND ASSESSMENT PRACTICES IN DESIGN STUDIO: A CASE FROM METU DEPARTMENT OF ARCHITECTURE BASIC DESIGN STUDIO

Date

2023-9-11

Author

Çalık, Çiğdem

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The emerging discussions on the learning-centered higher education paradigm require the restructuring of present-day (architectural) design education. One of the foremost issues is measurement and assessment since the design studio is based on learning in the production and assessment cycle. As the primary design studio of many design and architecture schools around the world, Basic Design aims to get learners to develop conceptual ideas and engage in the design process through learning by doing. The course stimulates the interpretation of acquired knowledge and skills to manage unique design experiences. Measurement and assessment in the Basic Design studio is based on this cumulative learning process, yet is regarded as problematic for several reasons. Although assessment criteria for design exercises represent a set of agreed design principles, in (architectural) design studios they are often not in a written and measurable form. This research argues that little attention is paid to the clarity, transparency, and accountability of assessment in these contexts. It supports that knowledge and skills determined as criteria for design work in design education can be assessed in a measurable, systematic, and explicit manner. To achieve this, considerable research introduces criteria-based assessment models and tools. Within this framework, this study aims to examine and discuss relevant practices, methods, tools, challenges, and potentials for (more) effective assessment. As a limited number of studies embody the perspectives of educational sciences on architectural design education, the thesis aims to contribute to this field. It presents qualitative research on the reflection of Basic Design instructors in Türkiye on these issues. The thesis then outlines a rubric development process for the Basic Design Studio at the Middle East Technical University Department of Architecture. The results of the study show that this iterative process faces some challenges that require different perspectives and further research.

Subject Keywords

Design Education, Basic Design, Measurement and Assessment, Assessment in Design Studio, Rubric Development

URI

https://hdl.handle.net/11511/105594

Collections

Graduate School of Natural and Applied Sciences, Thesis