Document Type : Original Research Paper

Authors

• Maedeh Mayahi ¹
• Saeid Mirriahi ²
• Mohammadebrahim Mazhary ³
• Yadollah Mehralizadeh ⁴

¹ Ph.D Candidate in Architecture, Department of Architecture, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran.

² Visiting Associate Professor, Department of Architecture, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran/ Associate Professor, School of Architecture and Environmental Design, Shahid Beheshti University, Tehran, Iran

³ Visiting Assistant Professor, Department of Architecture, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran /Assistant Professor, School of Engineering, Shahid Chamran University of Ahvaz, Iran.

⁴ Visiting Professor, Department of Educational Sciences, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran/Professor, School of Educational Sciences and Psychology, Shahid Chamran University of Ahvaz, Iran.

Abstract

Extended Abstract
Background and Objectives: A continuous and comprehensive learning process depends on the proper teaching method in every pioneer education system. The evaluation process of architectural designs is meant to judge the designs. It measures the ratio of variable criteria in the design from the desired aspect and then evaluates it. Due to the pivotal role of judgment in the architecture curriculum, if the evaluation process is unclear and no productive criticism ambiance is provided, personal interpretations or unrelated demands to educational goals may distort the judgment process and prevent the flourishment of the students’ development and talents. If the judgment criteria are known, the students’ gradual quantitative and qualitative progression will be achieved, increasing their scope of the understanding of the architectural education system and its representation method. The present research was conducted to recognize the indicators and criteria affecting the evaluation of university architectural designs as a part of the student’s learning process to provide a better evaluation method that is more accurate and objective. The comprehensive education process in teaching is investigated in learning and assessment. In the current study, the role of the architectural design evaluation in learning and improving students’ scientific knowledge is investigated.
Methods: This research uses a mixed-method (qualitative-quantitative), and it is considered applied research. The statistical population comprises 15 faculty members at Shahid Beheshti University, Tehran University, Iran University of Science and Technology, and Shahid Chamran University of Ahwaz. A systematic, non-random sampling method was applied, and the samples were selected according to the educational fields due to the importance of scoring and its direct effect on the research results. Bearing in mind that students are one of the most important factors in the evaluation process, the students’ opinions were considered in the architectural design evaluation. Therefore, the master’s students of Architectural Design (3) of Islamic Azad University, Ahwaz Branch, were selected as the statistical population. Data was collected using a Likert scale questionnaire. In order to assess the research model, the results were analyzed using SPSS software and applying the Spearman Correlation Test, and in order to assess its validity, the Friedman test was used to prioritize the variables. Experts’ grading was considered in the final assessment of the architectural design projects. The results obtained from the questionnaires effectively provide proposed strategies and score the criteria and judgment rules of the architectural design projecects.
Findings: The research findings showed a significant difference between 4 components affecting the final product. The impact ratio of each one on the final product is different. The results showed that studies and technical knowledge, with a correlation coefficient of 0.535 and a significance level of 0.04, have the highest impact on the final product. This component has been the most important and effective factor in the final product. The other effective factors are design skills, design process development, and initial knowledge. The initial knowledge component has the least impact on the final product compared to other components. The results of Friedman’s ranking test showed that the sub-component in the analysis and interpretation of final results, presentation technique, and replica has the highest average rank. These sub-components have been the most important sub-component affecting the judgment of university projects. Then there is the design idea, creativity and form of the building, the subject, and the ability to analyze and present. The results show that these sub-components have the highest impact on the final judgment of the designs compared to other sub-components. And the sub-components of the impact ratio of planning and functional design and oral presentation have the least impact on the final judgment of the designs. The weighted index of 5 main components affecting the judgment of final designs based on the ranking of sub-component tests is the final product, study and technical knowledge, design skill, design process development, and primary knowledge, respectively.
Conclusion: According to the conducted studies, evaluation seems to have an important and valuable place in the learning process. If students are dissatisfied with this process, it will have a devastating effect on their learning. In this regard, holding “learner-centered” sessions was suggested to evaluate the design process during the semester and increase students’ learning. Since the highest scores were given to learning in classroom evaluation, specialization, and roundtable discussion, it is recommended that the professors collaboratively hold their design classes and invite professional architects as experts to make students more familiar with the market in the initial sessions. The students should be able to choose their professor among the studio professors to reduce the student’s confusion after the initial class sessions and the student’s familiarity with the professors’ viewpoints. It is better to hold classroom evaluation sessions in a participatory and roundtable manner, and students of various levels attend the classrooms. This research suggests strategies for professors and decision-makers for architectural design judgment, reducing students’ stress and worries and increasing their self-confidence in the architecture design studio. Suggestions for architectural evaluation and policy making are made to promote the level of architecture education and ultimately train students and competent architects.

Graphical Abstract

Highlights

- Strategies are proposed for judging projects that include: Step 1: Provide student forms with assessment and evaluation steps, Step 2: Assessment the student design process during the semester, Step 3 : Evaluation of the final product, stage 4: Review of assessment and evaluation results.
- The design process should be “learner-centered” during the semester, holding class sessions by two or three professors to make students more familiar with their point of view, inviting professional architects as professionals in the profession, giving form How to assessment the design process during the semester and evaluate the product at the end of the semester to students to become more familiar with the judging of architectural designs.

Keywords

• Design Process
• Architectural Learning
• Architectural Design
• Final Evaluation
• Students’ Learning Processprocess

این مقاله برگرفته از رساله دکتری نویسنده نخست با عنوان «تبیین راهبردهای ارزیابی طرح های معماری مبتنی بر جهانی شدن آموزش معماری»، می‌باشد که به راهنمایی نویسنده دوم و مشاوره نویسنده سوم و چهارم در دانشگاه آزاد اسلامی واحد اهواز انجام گرفته است.

This article is derived from the first author`s doctorsl thesis entitled “Explaining the Assesment Strategies of Architectural Designs Based on Globization of Architectur Education”, supervised by the second author and advised by the third and fourth, at Islamic Azad University Ahvaz branch.