CATEGORIES2004 Conference Papers Architectural education
ABSTRACT: Students care more about marks than lecturers do. As a lecturer, marking is on the
periphery of my teaching focus. Marking and moderation must be reasonably fair but surely feedback
before submissions is more productive than after. Formative assessment can lift the quality of student
work but evaluative assessment is too late to be useful within a subject. Or is it?
This paper is an opportunity to shift the angle of view to focus on how assessment can drive and define
learning. As studio teaching is the key learning environment within architecture, this paper reflects on
this mode of teaching and marking strategies using a case study approach.