Assessment in architecture and creative arts schools has traditionally adopted a ‘one size fits all’ approach by using the ‘crit’, where students pin up their work, make a presentation and receive verbal feedback in front of peers and academic staff. In addition to increasing stress and inhibiting learning, which may impact more depending on gender and ethnicity, the adversarial structure of the ‘crit’ reinforces power imbalances and thereby ultimately contributes to the reproduction of dominant cultural paradigms. This book critically examines the pedagogical theory underlying this approach, discusses recent critiques of this approach and the reality of the ‘crit’ is examined through analysis of practice. The book explores the challenges for education and describes how changes to feedback in education can shape the future of architecture and the creative arts.
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- Traditional Assessment in Architecture and Creative Arts Schools: Assessment often relies on ‘crit’ sessions where students present their work and receive verbal feedback publicly, which can increase stress and inhibit learning.
What are the main issues associated with traditional assessment methods in architecture and creative arts schools?
Traditional assessment methods, particularly ‘crit’ sessions, can increase student stress, inhibit learning, reinforce power imbalances, and perpetuate dominant cultural paradigms.
