Biases Shown by Juries during Architecture Design Assessment Sessions
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| Title: | Biases Shown by Juries during Architecture Design Assessment Sessions |
|---|---|
| Language: | English |
| Authors: | Nahedh Taha Al-Qemaqchi (ORCID |
| Source: | European Journal of Engineering Education. 2025 50(4):724-743. |
| Availability: | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Foreign Countries, Architecture, Architectural Education, Building Design, Student Projects, Teacher Student Relationship, Bias, Evaluation Problems, Evaluation Methods |
| Geographic Terms: | Iraq |
| DOI: | 10.1080/03043797.2024.2433601 |
| ISSN: | 0304-3797 1469-5898 |
| Abstract: | The interaction between teacher and student in an architecture design studio is an important part of the teaching/learning process because it generates a kind of conversation that solidates the 'learning by doing' of teaching. This paper attempts to closely examine the jury system during the design assessment session. By monitoring the jury examination of several architectural schools' fifth-stage graduation projects this paper highlights the various biases that are present during those sessions. The results revealed that most biases that appear during the assessment sessions are those that primarily occur when jurors focus their attention on one or two options despite the presence of other options. Early identification and disclosure of jury panels, together with the strategic scheduling of evaluation sessions, can alleviate biases that emerge during jury assessments and potentially convert those biases into beneficial and constructive inputs for the student's projects. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1487629 |
| Database: | ERIC |
| Abstract: | The interaction between teacher and student in an architecture design studio is an important part of the teaching/learning process because it generates a kind of conversation that solidates the 'learning by doing' of teaching. This paper attempts to closely examine the jury system during the design assessment session. By monitoring the jury examination of several architectural schools' fifth-stage graduation projects this paper highlights the various biases that are present during those sessions. The results revealed that most biases that appear during the assessment sessions are those that primarily occur when jurors focus their attention on one or two options despite the presence of other options. Early identification and disclosure of jury panels, together with the strategic scheduling of evaluation sessions, can alleviate biases that emerge during jury assessments and potentially convert those biases into beneficial and constructive inputs for the student's projects. |
|---|---|
| ISSN: | 0304-3797 1469-5898 |
| DOI: | 10.1080/03043797.2024.2433601 |
