Assessing the Effective Factors on JudgingArchitectural Design Projects of UniversityStudents
الموضوعات :
Bayezid Golabi
1
(Islamic Azad university, Mahabad branch, Mahabad, Iran)
Ghader Bayazidi
2
(Islamic Azad university, Sanandaj Branch, Sanandaj, Iran)
Yoosef Hamejani
3
(Islamic Azad university, Mahabad branch, Mahabad)
الکلمات المفتاحية: Architectural design, Judgment, Criterion, Pattern of evaluation of the d,
ملخص المقالة :
Since nature of architecture is quite different from that of other fields of study, the criteria used forjudging projects in this field continuously undergo some changes. On the other hand, because of the undeniable role ofhuman factors in judging the projects, there is always a percentage of deviation from the standard given the interestsof the judging committee. The standards of judging architecture projects can be divided into these general classes:idea, process and technical issues. The standards of judging architecture projects can be classified as such: Selection,placement, relations of function, form, volume, internal arrangement and circulation; Considering the studies, analyzingand planning the body of the project; Considering the substrate of the project and recognizing the facilities and theirlimits; Engineering of the project: considering the relationship between technical knowledge and designing; Usingimagination, innovation and creativity when it comes to the idea of the project and the quality of developing this idea;Providence: flexibility and variability of the design in the future; Being aware of the factors affecting the formation ofthe design (moral, tribal, and cultural); Being practically logical and realistic, paying attention to the applicablenessof the design and its compliance with the topic; Taking into account the technical principles, structural systems andmachineries; Graphic (visual) and oral (introduction and defense) presentation method. Reviewing previous studiesthat have focused on different methods for judging student projects shows that we can divide these methods into thefollowing classes: Evaluation by the professors (throughout the project); Group display of the works; Evaluation bythe classmates; Personal evaluation; Traditional methods of judgment; Written judgment of the professors; Evaluationby the professor (regarding the completed project).
Anthony, C. (1991). Design Juries on Trial, New York.
Bazargan, A. (1995). A pattern for guaranteeing quality in Iran’s Higher Education System. Research and Planning quarterly in Higher Education Journal: issues 11-12, 52. Ministry of higher education culture.
Dinham, S.M. (1986). Architectural Education: Is Jury Criticism a Valid Teaching Technique, in Architectural Record, Vol. 174, 51-53.
Gallopin, G.C. (1996). Environmental and sustainability indicators and the concept of situational indicators - A system approach. Environmental Modeling and Assessment, 1 (1996), 101-117.
Gray, L.R. (1991). Education Evaluation & Measurement, Macmillan International Network.
Hosseininasab, D. (1993). Definition of two concepts of educational planning and instructional planning and expounding their relationship. Quarterly of Research and Planning in Higher Education, No. 2, 33, Ministry of Culture and Higher Education, Tehran.
Sameh, R. & Izadi, A. A.. (2014). Mechanism of judgment and evaluation of design in architectural education, proposal of a model for evaluating the process and evaluation of the design in professor and student interaction: research-scientific journal of Iran’s Architecture and Urban Planning scientific association, 8th issue. Winter and fall, 2014: 1-13.
Karimi Moshaver, M. (2008). Students’ status in the process of teaching architectural design. Proceedings of the third conference on teaching architecture. Tehran: Tehran University , 399-410.
Lawson, B. 2005. How designers think. Translated by Hamid Nadimi. Tehran: Shahid Beheshti University.
Litkohi, S., Litkohi, S., & Ghorbani, A. (2008). Review of the professional status of the architecture graduates. The third conference on teaching architecture. Tehran: Tehran University.
Mahdizadeh Seraj, F. & Mardomi, K. (2008). The criteria of the project of architectural design. Proceedings of the third conference on teaching architecture. Tehran. Teharn University: 491-514.
Mahmoudi Sahebi, M., Nasri, S., Qoli Nia Gholzom, H., (2013). Identifying the performance evaluation criteria of instruction of Professors with an emphasis on engineering education. Scientific-research Journal of Education Technology, 6 (4) , 315-324, Shahid Rajaee Teacher Training University, Tehran.
Mirriahi, S. (2006-a). Judgment of architectural design and its consequences. Soffeh Journal, 42nd issue, 86-97, Tehran: Publication of Shahid Beheshti University.
Mirriahi, S. (2006-b). An approach to the evaluation in the educational system of architectural design. Saffeh Journal, 43rd issue, 100-110, Tehran: Publication of Shahid Beheshti University.
Mirriahi, S.. 2009. Evaluation of designing skills in teaching architecture. Saffeh Journal, 49th issue. Tehran. Publication of Shahid Beheshti University: 61-68.
Mohammadi Belyan Abad, S., Iranmanesh, S.M., Bemanian, M.R., (2009). Examining the role of evaluation in architectural education. Quarterly of Engineering Teaching Iran, No. 41, 113-134.
Mortazavi, Sh. (1995). Designing an appropriate internal evaluation pattern in order to improve the quality of education. Proceedings of the seminar on the improvement of the quality of higher education. Shahid Beheshti University, 295.
Motahari Nejad, H., Ghourchian, N. Q., Jafari, P., & Yaghoubi, M. (2012). The goals of the engineering education», Scientific-research Journal of Education Technology, 7 (4) , 267-276, Shahid Rajaee Teacher Training University, Tehran.
Nourani Pour, R. A.. (1993). The concept of quality and four qualitative dimensions of higher education. Proceedings of the seminar on the improvement of the quality of higher education. Shahid Beheshti University.
Otto, W. (2005). Architecture and critical thinking. Translated by Amineh Anjam Shoa. Tehran: Tehran’s Academy of Arts.
Prasad, S. (2004). Clarifying Intentions; the design quality Indicator. Building research & information, No.32.
Raeesdana, F. (1991). Introducing the research and evaluation concepts and stating its main aspects. Education Journal, 44.
Rahimzadeh, M. R.. (2009). Recording immovable Cultural Heritage in Iran, from nature to realization (initial report). Tehran: Cultural Heritage, Tourism and Handcrafts Organization.
Roberts, A. (2006), Cognitive styles and student progression in architectural design education. Design Studies, 27 (2), 167-181.
Seyf, A. (2010). Evaluation of procedure and the learning result. Tehran: Douran journal.
Seraji, F., Movahedi, R., & Siyahat Khah, M. (2014). Investigating teaching skills of instructors of virtual universities in these courses. Scientific-research Journal of Teaching Technology, 9(1), 25-37. Tehran: Teacher Training University of Shahid Rajai.
Seymour, M. (2011). Beginning Design Students’ Perception of Design Evaluation Techniques, https://smartech.gatech.edu/handle/29150/1853.
Shoarinezhad, A. A. (2005). Learning psychology. Tehran.
Snodgrass, A., & Coyne, R. (2006). Interpretation in Architecture, design as a way of thinking. London and New York: Routledge.
Tabibian, M.. 2002. Index, informant architecture for policy and decision making. Saffeh Journal, 34th issue, 49-59. Tehran: publication of Shahid Beheshti University.
Wade, J. (1977). Architecture, Problems & Purposes: Architectural Design as a Basic Problem Solving Process, NewYork, John Wiley & Sons.
Worthen B.R. & J. K. Sanders., (1987), Alternative Approaches Practical Guidelines, Longman, New York.
