Students’ Perspective of Design Studio Assessment: An Experience in Bangladesh

Year 2024, Volume: 6 Issue: 1, 81 - 97, 20.07.2024

Sudipti Biswas , Dibbendu Saha

https://doi.org/10.46474/jds.1479771

Abstract

Architecture education has been based on the design studio model focusing on learning by doing. In this academic program, critique is a vital component and inseparable from studio learning. Although widely practiced, critique has been a neglected area in design education and is often criticized for affecting the students’ learning experience. Using a grounded theory approach and mixed-method analysis, this article studies the student’s perspective of intermediate assessment and final evaluation of design studio courses in the form of desk critique and jury respectively with a case study of the Department of Architecture at the Military Institute of Science and Technology, Bangladesh. This study uses participant observation involving both the educators as well as learners and a questionnaire survey involving only the students. The results indicate that the learners’ and educators’ perspectives may not always be aligned. This can be useful to improve the studio-based learning program.

Keywords

Assessment, Critique, Jury, Design Studio, Architecture education

Ethical Statement

The research was approved by the Research and Development Wing, Military Institute of Science and Technology The affiliation of the second author has been changed from the Department of Architecture, MIST, where the study was conducted.

Supporting Institution

Military Institute of Science and Technology

Project Number

NA

Thanks

The authors are thankful to all the faculty members of the Department of Architecture, MIST and the survey participants. They are also grateful to Ms. Nafisa Tasnim for her support in preparing and circulating the survey questionnaire.

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