The foundation for and proposals to achieve comprehensive assessment in the teaching of architectural projects
The assessment of the subjects in which architectural design is taught is one of the thorniest aspects of teaching architecture, as shown by the confusion that many students often express when they neither critically understand nor accept the grades received. In this article, some reasons that could...
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| 主要な著者: | , |
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| フォーマット: | Online |
| 言語: | spa |
| 出版事項: |
Universidad del Bío-Bío, Chile
2015
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| オンライン･アクセス: | https://revistas.ubiobio.cl/index.php/AS/article/view/1999 |
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| 要約: | The assessment of the subjects in which architectural design is taught is one of the thorniest aspects of teaching architecture, as shown by the confusion that many students often express when they neither critically understand nor accept the grades received. In this article, some reasons that could explain this situation are analyzed. But above all, it studies the possible conceptual foundation and practices that could give rise to an architectural project assessment that meets pedagogical objectives. That is, students are able to understand the meaning and scope of their evaluations so that from that base they can autonomously assess the solutions given to other problems and act accordingly. It should be noted that the purpose of this text is not to propose solutions to a concrete problem, but rather encourage a debate to address, in all its complexity, the current assessment of non-axiomatic subjects in the teaching of the discipline. |
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