Abstract

In Architecture, Engineering and other allied professional fields, the methods of assessment has for some decades been parametric. In an effort to carry out assessment for the grading of design works, the students have in many ways been confronted with bias, fear, intimidation, uncertainty, and mistrust from peers, studio teacher-instructors, observers, professional jurors, and other stakeholders involved within the process. The research employed a multi-stage stratified purposive sampling technique in which questionnaire responses were analysed using SPSS with regression analysis. The analysis was used for observations, focus group, and oral interviews. In this study, assessment of parameters and methods of grading employed in the Architectural Design Jury with specific reference to four (4) selected universities in Nigeria was made. Several factors militating against the conduct and ethics of the jury methods were also identified. The results revealed key findings in the four selected schools and each performed differently in terms of some significantly relevant parametric factors such as the Jury Review and Format, the Jury Purpose, Hierarchy and its Inherent Pedagogies, the Jury Objectives and Parameters and the Jury Prospects. The engagement of these parametric measures would empower architecture students, jurors, architect-designers, engineers, educators, builders and other allied professionals to make robust and meaningful decisions to attain design satisfaction for the clients and end-users. From the analysis, a dialogically comprehensive parametric process was identified as fit to proffer pragmatic solutions to address trivialities of the problem and is able to fix in answers to related design issues.

Highlights

  • IntroductionThe word Professional is connected with a job that needs special training or skill, especially one that needs a high level of education (Oxford Advanced Learners Dictionary (OALD), 2015)

  • This study evaluates the professional methods of assessment used in architectural design projects, with a focus on the relevant parametric measures in selected Nigerian universities

  • In architecture, engineering and other allied professional fields, the methods of assessment has for some decades been parametric, where during grading of design works, the students have in many ways been confronted with bias, fear, intimidation, uncertainty, and mistrust from peers, studio teacher-instructors, observers, professional jurors, and other stakeholders involved within the process

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Summary

Introduction

The word Professional is connected with a job that needs special training or skill, especially one that needs a high level of education (Oxford Advanced Learners Dictionary (OALD), 2015). In universities and other related higher education, especially in architectural and engineering design projects, evaluation of students’ works are usually done per semesters or sessions by professional methods of assessment Assessment in this case may mean an opinion or a judgement about somebody or something that has been thought about carefully (OALD, 2015); or termed as the process that faculty use to grade student course assignments, to standardized testing imposed on institutions as part of increased pressure for external accountability (accreditation agencies), or to any activity designed to collect information on the success of a program, course, or University curriculum; or the systematic collection and analysis of information to improve student learning and; the process of forming a judgment about the quality and extent of student’s achievement or performance. These methods of grading and assessment may differ in process and conduct depending on the philosophy that underpins each profession

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