2. Introduction:
Architectural education plays a pivotal role in shaping the future of the built environment and preparing students
to become proficient architects. Effective assessment methods are crucial in evaluating students' understanding,
skills, and abilities in architecture. While traditional assessment models such as exams and critiques have been
widely used, there is a growing recognition of the need to explore alternative assessment approaches that better
align with the multifaceted nature of architectural education.
Assessment is defined as “almost any form of measurement and appraisal of what students know and can do.”
These forms can include, but are not limited to: tests, reports, observations, and questioning. There are two main
subgroups used when describing assessment: traditional and alternative.
The term traditional assessment refers to a paper and pencil based test used to determine what a student knows
and can recall. The term alternative assessment refers to “almost any type of assessment other than standardized
tests.” .This subgroup can be divided into various types of alternative assessments. Alternative assessment
includes, but is not limited to, observations, checklists, student portfolios, and self-evaluations (Nikki Brawley,
2009)
Peer assessment is a widely recognized method in educational settings, allowing students to evaluate each other's
work. While extensively used in various disciplines, its application in architectural education remains
underexplored. This study aims to investigate the effectiveness and potential of peer assessment methods in
architectural education, going beyond traditional models. By exploring innovative approaches to peer assessment,
this research seeks to enhance learning outcomes and promote critical thinking skills among architecture students.
of the assessment criteria
3. There are various types of peer assessment methods commonly used in educational settings. Here are some
examples:
• Rubric-Based Assessment: In this method, students use a predetermined rubric to evaluate their peers' work.
The rubric outlines specific criteria and performance levels, allowing students to provide structured feedback.
• Anonymized Peer Assessment: This approach involves hiding the identities of the students during the
evaluation process to minimize bias. It allows for more objective assessments by focusing solely on the quality
of work.
• Self and Peer Assessment: Students assess both their own work and the work of their peers. This method
encourages students to reflect on their own performance while also providing feedback to others.
• 360-Degree Assessment: This type of assessment involves collecting feedback from multiple sources, including
peers, teachers, and self-assessment. It provides a comprehensive view of a student's performance from
various perspectives.
• Peer Review: In peer review, students critically evaluate each other's work to identify strengths, weaknesses,
and areas for improvement. This method is commonly used in writing classes, where students review each
other's essays or research papers.
• Peer Feedback Groups: Students work in small groups to provide feedback on each other's work. This
collaborative approach encourages discussion and allows students to benefit from multiple perspectives.
• Comparative Judgement: In this method, students evaluate pairs of work and determine which one is of higher
quality. This approach relies on relative judgments rather than absolute criteria.
• Online Peer Assessment: With the increasing use of online learning platforms, peer assessment can also be
conducted digitally. Online tools facilitate the exchange of assignments and feedback among students,
regardless of their physical location.
• Calibrated Peer Review: This method involves training students to become better evaluators by providing
them with sample assignments and feedback from experts. It helps students develop a deeper understanding
of the assessment criteria
4. Aim:
To explore and evaluate Peer assessment methods in architectural education, aiming to understand how peer
assessment can help improve learning and student engagement in architecture design studio.
Objectives:
1. To examine the strengths, limitations, and implementation of peer assessment approach.
2. To implement and compare Traditional and Peer assessment in 3rd year Architectural design studio
3. To investigate the perceptions of students, educators, and practitioners regarding the advantages and
challenges of peer assessment methods in architecture.
Research Question:
Does peer assessment method promote deeper learning and critical thinking skills among architecture students?
Hypothesis:
Implementing peer assessment methods in architectural education will result in improved learning outcomes,
increased engagement among students compared to traditional assessment approaches.
Need and scope of Study:
The traditional methods of assessment, such as exams and critiques, often focus on evaluating students' ability to
recall information or produce a finished design without necessarily assessing their ability to think critically, solve
complex problems, or communicate effectively. In the dynamic and interdisciplinary field of architecture, where
creativity, innovation, and collaboration are essential, there is a growing need to explore peer method that better
reflect the diverse skills and competencies required of future architects. By examining peer assessment approach,
this study seeks to address this gap in the literature and provide insights into how architectural education can
evolve to meet the demands of the profession and society.
5. Limitations:
This research is limited to the study of self and Peer Assessment methods used in architecture pedagogy.
Background and Context:
Architectural education emphasizes not only technical skills but also critical thinking, creativity, and design excellence.
Peer assessment offers a valuable opportunity for students to engage in reflective practice, receive diverse
perspectives, and refine their work collaboratively. However, traditional models of peer assessment may lack
specificity and fail to address the unique challenges of evaluating architectural design projects. Therefore, there is
growing interest in exploring alternative approaches to peer assessment that better align with the goals and
objectives of architectural education.
Methodology:
