Bases y propuestas para lograr evaluaciones comprensivas en la enseñanza del proyecto

  1. Goycoolea Prado, Roberto
  2. Lara Aspee, Carlos
Journal:
Arquitecturas del Sur

ISSN: 0716-2677,  0719-6466

Year of publication: 2015

Issue Title: ENSEÑANZA DE LA ARQUITECTURA

Volume: 33

Issue: 48

Pages: 18-29

Type: Article

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Abstract

The assessment of the subjects in which architectural design is taught is one of the thorniest aspects of teaching architecture, as shown by the confusion that many students often express when they neither critically understand nor accept the grades received. In this article, some reasons that could explain this situation are analyzed. But above all, it studies the possible conceptual foundation and practices that could give rise to an architectural project assessment that meets pedagogical objectives. That is, students are able to understand the meaning and scope of their evaluations so that from that base they can autonomously assess the solutions given to other problems and act accordingly. It should be noted that the purpose of this text is not to propose solutions to a concrete problem, but rather encourage a debate to address, in all its complexity, the current assessment of non-axiomatic subjects in the teaching of the discipline.

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Data source: Dialnet