Re-assesing criteria-based assessment in architecture design studio

Abstract

The methods of education and assessment are transmitting from pioneer universities and faculties to other departments and universities without any consideration to the destination country. This issue can be common and easy in science and related fields, but in art and architecture that the heritage, environment and etchas influence on conducting design process, it is questionable to follow the imported models. This paper's effort is to restudy the previous researches by most cited scholars in architecture education field to reach the better cognition to formative assessment as transformable traits of assessment and its profits. © 2012 Springer-Verlag GmbH Berlin Heidelberg.