The efficacy of self and peer-assessment in the architecture design studio- case study
The learning environment in the architecture design studios is characterized by its unique and intricate nature, involving a multitude of assessment problems. Self and peer-assessment in higher education improve the assessment process and promote lifelong learning. This research aims to identify pro...
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| Format: | Article |
| Language: | English |
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Elsevier
2025-03-01
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| Series: | Heliyon |
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| Online Access: | http://www.sciencedirect.com/science/article/pii/S240584402501415X |
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| author | Rahma M. Doheim |
| author_facet | Rahma M. Doheim |
| author_sort | Rahma M. Doheim |
| collection | DOAJ |
| description | The learning environment in the architecture design studios is characterized by its unique and intricate nature, involving a multitude of assessment problems. Self and peer-assessment in higher education improve the assessment process and promote lifelong learning. This research aims to identify problems associated with assessment in architecture design studios and examine the use of self and peer-assessment as effective approaches to improving assessment and evaluation efficiency and quality. This involved a thorough review of research on two topics: assessment and evaluation in architectural design and the impact of self and peer-assessments on students' education, along with surveying and interviewing capstone students. The survey and interviews investigate students' perception of self- and peer-assessment after participating in both exercises and whether these exercises address any of the problems associated with assessment. This study identified sixteen problems associated with the assessment process in design studios. The findings of the empirical study contribute to establishing a perceptual and conceptual framework for self and peer-assessment in the context of architecture design studio. Both techniques were found to enhance students’ metacognition and effectively address various assessment and evaluation problems, including those related to the assessor, assessment process, and assessment tool. |
| format | Article |
| id | doaj-art-91ab9bada7d24df494d741e044685079 |
| institution | DOAJ |
| issn | 2405-8440 |
| language | English |
| publishDate | 2025-03-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Heliyon |
| spelling | doaj-art-91ab9bada7d24df494d741e0446850792025-08-20T03:02:18ZengElsevierHeliyon2405-84402025-03-01116e4303410.1016/j.heliyon.2025.e43034The efficacy of self and peer-assessment in the architecture design studio- case studyRahma M. Doheim0Architectural Engineering, Al Yamamah University, Riyadh, Saudi ArabiaThe learning environment in the architecture design studios is characterized by its unique and intricate nature, involving a multitude of assessment problems. Self and peer-assessment in higher education improve the assessment process and promote lifelong learning. This research aims to identify problems associated with assessment in architecture design studios and examine the use of self and peer-assessment as effective approaches to improving assessment and evaluation efficiency and quality. This involved a thorough review of research on two topics: assessment and evaluation in architectural design and the impact of self and peer-assessments on students' education, along with surveying and interviewing capstone students. The survey and interviews investigate students' perception of self- and peer-assessment after participating in both exercises and whether these exercises address any of the problems associated with assessment. This study identified sixteen problems associated with the assessment process in design studios. The findings of the empirical study contribute to establishing a perceptual and conceptual framework for self and peer-assessment in the context of architecture design studio. Both techniques were found to enhance students’ metacognition and effectively address various assessment and evaluation problems, including those related to the assessor, assessment process, and assessment tool.http://www.sciencedirect.com/science/article/pii/S240584402501415XPedagogyFeedbackJurySelf-regulated learningStudio-based learning |
| spellingShingle | Rahma M. Doheim The efficacy of self and peer-assessment in the architecture design studio- case study Heliyon Pedagogy Feedback Jury Self-regulated learning Studio-based learning |
| title | The efficacy of self and peer-assessment in the architecture design studio- case study |
| title_full | The efficacy of self and peer-assessment in the architecture design studio- case study |
| title_fullStr | The efficacy of self and peer-assessment in the architecture design studio- case study |
| title_full_unstemmed | The efficacy of self and peer-assessment in the architecture design studio- case study |
| title_short | The efficacy of self and peer-assessment in the architecture design studio- case study |
| title_sort | efficacy of self and peer assessment in the architecture design studio case study |
| topic | Pedagogy Feedback Jury Self-regulated learning Studio-based learning |
| url | http://www.sciencedirect.com/science/article/pii/S240584402501415X |
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