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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| स्वरूप: | Online |
| भाषा: | spa |
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Universidad del Bío-Bío, Chile
2015
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| ऑनलाइन पहुंच: | https://revistas.ubiobio.cl/index.php/AS/article/view/1999 |
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oai:ojs.revistas.ubiobio.cl:article-19992018-03-27T00:23:44Z The foundation for and proposals to achieve comprehensive assessment in the teaching of architectural projects Bases y propuestas para lograr evaluaciones comprensivas en la enseñanza del proyecto Goycoolea Prado, Roberto Lara Aspee, Carlos architecture teaching projects schools of architecture assessment arquitectura enseñanza proyectos escuelas de arquitectura evaluación 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. La evaluación de las asignaturas donde se enseña a proyectar es uno de los aspectos más espinosos de la docencia de la arquitectura, como muestra el desconcierto que muchos alumnos suelen expresar al no comprender ni aceptar críticamente las calificaciones recibidas. En este artículo se analizan algunas razones que podrían explicar esta situación. Pero, sobre todo, se estudian las posibles bases conceptuales y prácticas en la que podría plantearse una evaluación del proyecto que cumpla con sus objetivos pedagógicos. Es decir, que los alumnos comprendan el sentido y alcance de sus evaluaciones para que, desde ahí y de manera autónoma, puedan valorar las soluciones dadas a otros problemas y actuar en consecuencia. Cabe apuntar que el objetivo de estas notas no es plantear soluciones a un problema concreto, sino más bien alentar un debate que aborde en toda su complejidad la evaluación actual de las asignaturas no axiomáticas en la enseñanza disciplinar. Universidad del Bío-Bío, Chile 2015-12-31 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.ubiobio.cl/index.php/AS/article/view/1999 ARQUITECTURAS DEL SUR; V.33, N.48 (Diciembre 2015): ENSEÑANZA DE LA ARQUITECTURA; 18-29 ARQUITECTURAS DEL SUR; V.33, N.48 (Diciembre 2015): ENSEÑANZA DE LA ARQUITECTURA; 18-29 ARQUITECTURAS DEL SUR; V.33, N.48 (Diciembre 2015): ENSEÑANZA DE LA ARQUITECTURA; 18-29 0719-6466 0716-2677 spa https://revistas.ubiobio.cl/index.php/AS/article/view/1999/2002 |
| institution |
Universidad del Bío-Bío |
| collection |
OJS |
| language |
spa |
| format |
Online |
| author |
Goycoolea Prado, Roberto Lara Aspee, Carlos |
| spellingShingle |
Goycoolea Prado, Roberto Lara Aspee, Carlos The foundation for and proposals to achieve comprehensive assessment in the teaching of architectural projects |
| author_facet |
Goycoolea Prado, Roberto Lara Aspee, Carlos |
| author_sort |
Goycoolea Prado, Roberto |
| title |
The foundation for and proposals to achieve comprehensive assessment in the teaching of architectural projects |
| title_short |
The foundation for and proposals to achieve comprehensive assessment in the teaching of architectural projects |
| title_full |
The foundation for and proposals to achieve comprehensive assessment in the teaching of architectural projects |
| title_fullStr |
The foundation for and proposals to achieve comprehensive assessment in the teaching of architectural projects |
| title_full_unstemmed |
The foundation for and proposals to achieve comprehensive assessment in the teaching of architectural projects |
| title_sort |
foundation for and proposals to achieve comprehensive assessment in the teaching of architectural projects |
| description |
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. |
| publisher |
Universidad del Bío-Bío, Chile |
| publishDate |
2015 |
| url |
https://revistas.ubiobio.cl/index.php/AS/article/view/1999 |
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