294 A context for beginning learning in an architecture school whatever your secondary school outcomes

  • YEAR
    Shannon, Susan J.
    2004 Conference Papers
    Architectural education


ABSTRACT: This paper explores the Semester 1, Year 1 final assessment results (aggregate mark) of
the cohort of first year Bachelor of Design Studies students for 5 years from 1999 – 2003 at The
University of Adelaide and compares those assessment results with their University (Tertiary) Entrance
score (TER) which is the universally accepted predictor of their outcomes. The results, from data which
was gathered directly from the University enrolment and records system, revealed that TER is
significant in determining the aggregate mark but not to large extent. There is evidence that the
relationship between TER and aggregate mark is not linear – specifically that the lowest quintile TER
score for the last 3 years has outperformed the second lowest. Finally strategies to better align learning
activities and assessment tasks with learning goals for all first years, whatever their Tertiary Entrance
score to optimise their outcomes are discussed with focus on a Case Study of centralised “Study Skills”
support from the School of Architecture, Landscape Architecture and Urban Design, and a course
rewrite within the School.


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