Reliable assessment of drawings on architectural technology courses
McGarrigle, Malachy; Kestle, Linda
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Citation:McGarrigle, M., & Kestle, L. (2020). Reliable Assessment of Drawings on Architectural Technology Courses. In Wajiha Mohsin Shahzad, Eziaku Onyeizu Rasheed, James Olabode Bamidele Rotimi (Ed.), Proceedings – New Zealand Built Environment Research Symposium , Vol. 6 (pp. 254-257). Retrieved from http://nzbers.massey.ac.nz/wp-content/uploads/2020/03/Proceedings-NZBERS-Feb2020.pdf
Permanent link to Research Bank record:https://hdl.handle.net/10652/4902
The purpose of this project is to refine and rationalise the process where different tutors assess architectural drawings in order to mitigate personal subjectivity thereby generating more reliable assessment decisions. The study seeks to provide a structured approach to drawing assessment across teaching teams to reduce possible complaints regarding apparently inconsistent results between different classes. Objectives include promoting consistent drawing assessment between tutors on level 5 drawing papers within the Unitec Diploma in Architectural Technology. A clear structured method is envisaged whereby tutors evaluate content and draughtsmanship across individual drawings to produce more consistent assessment decisions across different cohorts on papers. Methodology in this project includes document analysis of early assessment material on the relevant papers. Reflection on the value of this material towards reaching consistent assessment decisions led to the development of more detailed marking rubrics for use across numerous drawing papers. After each course iteration reflection discussions and feedback were noted regarding the utility of the resource, drawing assessment criteria and specific criteria weightings. Recent feedback indicates that the latest rubrics are effective and close to final forms. Many tutors have indicated their satisfaction with rubric design, format and ease of use. Project findings will benefit tutors across construction drawing papers, helping them generate clear, reliable and consistent assessment decisions both individually and collectively. The approach can be utilised to assess drawings at various project stages and demonstrates clearly to tutors and students what is being assessed and also importantly, how it is being assessed.