5,540
Views
3
CrossRef citations to date
0
Altmetric
Research Article

Professional methods of assessments in architectural design projects: A focus on the relevant parametric measures in selected Nigerian universities

ORCID Icon, , & | (Reviewing Editor)
Article: 1328793 | Received 26 Jan 2017, Accepted 08 May 2017, Published online: 16 May 2017

References

  • Aderonmu, P. A., Awoyera, P. O., Amole, S. A., Olofinnade, O. M., & Adekeye, A. W. (2016). Parametric measures for design workspace adequacy of selected institutions in Nigeria. ARPN Journal of Engineering and Applied Sciences, 11, 2105–2119.
  • Alagbe, O., Aderonmu, P., Opoko, P., Adeboye, A., Akinjare, O., & Izobo-Martins, O. (2015). Comparison of design studio and jury systems in architectural schools in South-West Nigeria. Global Journal on Humanities and Social Sciences, 1, 430–435.
  • Amedeo, D., & Dyck, J. A. (2003). Activity-enhancing arenas of designs: A case study of the classroom layout. Journal of Architectural and Planning Research, 20, 323–343.
  • American Institute of Architectural Students (AIAS). (2002). AIAS studio culture task force report. Washington, DC: Author.
  • Anthony, K. H. (1991). Design juries on trial: The renaissance of the design studio. New York, NY: Van Nostrand Reinhold.
  • Attoe, W. (1989). American urban architecture: Catalysts in the design of cities/Wayne Attoe and Donn Logan (vol. XV, p. 190). Berkeley, CA: University of California Press.
  • Crisp, G. (2007). The e assessment handbook. New York, NY: Continuum.
  • Dorn, C. M., Madeja, S. S., & Sabol, F. R. (2004). Assessing expressive learning. Mahwah, NJ: Erlbaum.
  • Ekvall, G. (1991). The organizational culture of idea management: A creative climate for the management of ideas. In J. Henry & D. Walker (Eds.), Managing innovation (pp. 73–79). London: Sage.
  • Franz, J. (2003). Interior design criticism: Between excess and austerity. IDEA Journal, 2013, 11–22.
  • Gero, J. S. (1993). Modeling creativity and knowledge-based creative design. In M. L. Maher (Eds.), Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Ilozor, B. D. (2006). Balancing jury critique in design reviews. Transactions, 3, 52–79.10.11120/tran.2006.03020052
  • Jackson, G. T., Dempsey, K. B., McNamara, D. S. (2010). The evolution of an automated reading strategy tutor: From the classroom to a game-enhanced automated system, new science of learning: Cognition, computers and collaboration in education (pp. 283–306). New York, NY: Springer.
  • Lindström, L. (2006). Creativity: What is it? Can you assess it? Can it be taught? International Journal of Art Design Education, 25, 53–66.
  • Mahgoub, Y. (2010). Design courses and studio guidelines. Retrieved April 2016, from http://www.slideshare.net/ymahgoub/design-courses-studios-guidelines-yasser-mahgoub
  • OAPA. (2001). Program-based review and assessment; tools and techniques for program improvement (pp. 2–7). Amherst, MA: Office of Academic Planning and Assessment (OAPA Handbook), University of Massachusetts Amherst, UMASS. Retrieved from http://www.umass.edu/oapa
  • Oxford Advanced Learners Dictionary (OALD). (2015). (8th ed.). Oxford: OUP.
  • Pressman, R. S. (1997). Software engineering: A practitioner’s approach (4th ed.) New York, NY: McGraw-Hill Companies.
  • Salamah, A. (1995). New trends in architectural education: Designing the design studio. Raleigh, NC: Tailored Text and Unlimited Potential.
  • Schwarting, J. M. (1984). Beyond style: “Teaching style”; the first term at Columbia. The Journal of the Graduate School of Architecture and Planning, 5, 7.
  • Seidel, A. (1994). Knowledge needs the request of architects. Banking on Design: Proceedings of the 25th Annual International Conference of the Environmental Design Research. Oklahoma, OK: Association-EDRA.
  • Utaberta, N., Hassanpour, B., & Bahar, M. A. (2013). An evaluation of criteria-based assessment and grading in architecture design. Research Journal of Applied Sciences, Engineering and Technology, 5, 346–352.
  • Webster, H. (2006). Power, freedom and resistance: Excavating the design jury. International Journal of Art and Design Education, 25, 286–296.10.1111/jade.2006.25.issue-3
  • Wormelli, R. (2006). Fair isn’t always equal: Assessing and grading in the differentiated classroom (pp. 89–90). Portland, ME: Stenhouse. ISBN 10:1571104240 ISBN 13: 9781571104243, Softcover.