VALUED approach to the assessment of design skills in architectural education : a pilot study

The Faculty of Architecture at the Delft University of Technology introduced problem-based learning about 9 years ago. 1997 saw the launch of research into the factors that facilitate learning among first- and second-year students and the factors that influence their progress. The project aims at developing a progress test for measuring knowledge, formulating appropriate methods for assessing design and other specific discipline skills, and developing a portfolio examination as a means of monitoring progress. Questions regarding assessment of academic ability, prediction of professional ability, and the best use of assessment in supporting learning must be addressed as well as those of acceptability, fairness, and subjective assessment. One of the methods for assessing design skills that is being investigated is described