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

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.