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Architecture Students' Uptake and Use of Formative and Summative Feedback
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Smith, Charlie – Assessment & Evaluation in Higher Education, 2022
Increasingly, attention is being turned toward the actions of students in relation to feedback. This paper presents the outcomes of a questionnaire study researching what undergraduate and postgraduate architecture students perceive as the purpose of feedback, how they use feedback on their coursework, and what makes them more likely to act on it.…
Descriptors: Architectural Education, Formative Evaluation, Summative Evaluation, Undergraduate Students
How Does the Medium Affect the Message? Architecture Students' Perceptions of the Relative Utility of Different Feedback Methods
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Smith, Charlie – Assessment & Evaluation in Higher Education, 2021
Pedagogic discourse on feedback has shifted away from teachers' actions towards how it is used by students to improve their work and learning strategies. In architecture programmes feedback occurs through a combination of methods; this paper presents the outcomes of a questionnaire study researching undergraduate and postgraduate students'…
Descriptors: Architectural Education, Graduate Students, Undergraduate Students, Student Attitudes
Cognitive Styles in Admission Procedures for Assessing Candidates of Architecture
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Casakin, Hernan; Gigi, Ariela – Assessment & Evaluation in Higher Education, 2016
Cognitive style has a strong predictive power in academic and professional success. This study investigated the cognitive profile of candidates studying architecture. Specifically, it explored the relation between visual and verbal cognitive styles, and the performance of candidates in admission procedures. The cognitive styles of candidates who…
Descriptors: Cognitive Style, College Admission, Architectural Education, College Applicants
Aiming for Autonomy: Formative Peer Assessment in a Final-Year Undergraduate Course
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Carnell, Brent – Assessment & Evaluation in Higher Education, 2016
This article takes a dual focus on the theme of student formative peer assessment. On the one hand it offers a thorough literature review in this field, while on the other it unpacks a case study of curriculum design where peer assessment has been adopted. The practical example draws on recent changes made to a third- and final-year undergraduate…
Descriptors: Undergraduate Students, Formative Evaluation, Peer Evaluation, Independent Study
The Architecture of Peer Assessment: Do Academically Successful Students Make Good Teammates in Design Assignments?
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Tucker, Richard – Assessment & Evaluation in Higher Education, 2013
This paper considers the relationship between architecture and construction management students' overall academic abilities (as measured by Weighted Average Marks [WAMs]), their peer ratings for contributions to team design assignments (as measured by an online Self-and-Peer-Assessment [SAPA] tool), and their specific abilities as building…
Descriptors: Peer Evaluation, College Students, Architectural Education, Construction Management
Evaluation of Oral Production Learning Outcomes for Higher Education in Spain
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Pierce, Joana; Robisco, Maria del Mar – Assessment & Evaluation in Higher Education, 2010
Higher education institutions across Europe are currently involved in a major process of reforming and restructuring as part of the Bologna process which stresses the role of competences and outcomes in curriculum design. This paper reports on the findings of a research project whose purpose was to assess the clarity and the appropriate…
Descriptors: Higher Education, Curriculum Design, Outcomes of Education, Engineering