Reconstructing assessment in architecture design studios with gender based analysis: A case study of 2 nd year design studio of National University of Malaysia

Abstract

Education is a contiguous and consecutive process. Thereby learning skills and knowledge in any context, requires strong and potent academic basis. Appraisal methods and grading systems in studio based educating systems, such as architecture, more than other majors and fields needs attention and scrutiny. Because transmitting the success amount of solving ill-defined problems in design studios to grading symbols are more difficult than multiple choice tests and even open ended questions. Architecture education is a phenomenon that involves relationships that associate the personal characteristics, needs, attitudes and intentions of the studio master, juries, and student's participants with the sociopolitical characteristics and educational philosophies of the school. Each student (she/ he) learns things based on their perceptions of their social world and their aspiration. These factors shape students unique experience and their approach to design problem. In this study we are interested in assessing the participation and interaction of participants in design jury process that is female and male students and juries. The findings presented here have been tabloid from one portion of ongoing comprehensive research and investigation in faculty of engineering and built environment in University Kebangsaan Malaysia. © 2012 Springer-Verlag GmbH Berlin Heidelberg.