Teaching Beyond the Curriculum

Abstract

This paper discusses the assessment challenges that the Architectural Design studios face amidst a hybrid of a Skill-based educational system (SBE) and an Outcome-Based Educational Systems at The School of Art, Design, and Architecture (SADA), NUST in Pakistan. This paper highlights the predominant issues and their repercussions related to the mode of assessments in architectural education prevalent in Pakistan. This research aims at evaluating the grading criterion that is formulated for student assessment as well. This paper investigates the 2nd year architectural design students’ response as a case study to observe their response toward the introduction of a peer assessment technique as a research methodology to counteract the identified assessment constraints via a series of in-studio exercises. These exercises investigate the relevant skills and competencies that the students demonstrate via their responses as per the peer assessment technique. This paper suggests the appropriate skill set that the students of architecture are required to develop as a part of their learning process to tackle the assessment methodologies devised as a part of the research methodology. The paper also suggests innovative architectural pedagogies that architectural studio instructors can adopt in the research setting to promote an autonomous learning environment within the context of Pakistan.