Teaching, assessment and quality in architectural teaching

The paper presents a shorter project with the aim to enhance the quality of courses and design studios on the master level at Chalmers Architecture through constructive alignment. The intention was to carry out the project as action research and the examiners were involved in detecting weaknesses and working out improvement. The results show that there are weaknesses in course descriptions regarding aims and learning objectives which can be improved by the use of recommendations based on constructive alignment and Bloom’s taxonomy. The project has also detected the need for further discussions among examiners about assessment of learning outcomes and grading and how to make these more tangible for students