چكيده به لاتين
The concept of reflective learning has been discussed and investigated in different fields of global and national literature of education. But in architecture, the concept of reflective learning in architectural education as a round-trip method includes the repeated process of reflection in practice, which the student revises by reflecting on the design idea and reflects and evaluates the result again. Such a process exists in architecture studios, but it is separated from the education process due to product-based of educational system and the final assessments.
The assessment of architectural design since it deals with the mind, thought, imagination and intuition and as its only product can be seen and examined, can be examined by considering components such as function, structure, form composition, etc. As mentioned, assessment is often considered as the last step in teaching process; Although the foundations of this are being made in the architectural education system, there is always such a challenge in the professional field of architecture, which is beyond the scope of this research. This research seeks to answer the question that why the issue of architectural design assessment is complicated for students at the beginning and this research has analyzed the aspects of architectural assessment and provided a method to facilitate this process. Architectural assessment and providing a method to facilitate this process has been discussed in this research. Reflective learning in architecture has been studied by various researchers, but so far, no method has been introduced to combine it with architectural assessment in order to increase students' perceptive ability. In response to this gap, in this research, reflective assessment has been tested as a tool for teaching architecture, in order to obtain effective assessment indicators on the improvement of students' learning. Four methods were used in this research. In the first step, reflective assessment criteria were studied along with a review of research literature in four main areas of education literature, architectural education, assessment literature, and architectural evaluation using logical reasoning method. In this stage, there are 4 indicators of reflective assessment were extracted: logical judgment (judgment with specific criteria and with specific criteria) versus intuitive (holistic judgment without specific criteria), round-trip judgment (by comparing students' works) versus judgment with One look (one step, without comparison with other students), judging while students are present at the viva (with emphasize of their oral presentation) against judging without the presence of students, process-oriented judging against product-oriented judging. In the second step, the reflective assessment criteria of architectural design were extracted and confirmed by 15 architecture professors by questioning experts (Delphi method). In this stage, 4 reflective assessment indicators and 28 micro-indices of architectural design assessment criteria were questioned in order to find out their practical commitment to these indicators and to announce if they considered another indicator to increase reflection in the judging process. With this method, intervening indicators were identified and removed from the research. The results of this stage indicated the high importance of reflective assessment indicators in 66% of the studied population. It was also found that among the professors who are committed to reflective assessment, "the efficiency and performance of the pl@n" is more important than anything else, and innovation is in second place, while for other judges, "innovation", "the beauty of the pl@n", "presentation graphics" and "quality of volume processing and composition in architectural design" are more important.. In the third step, by conducting a researcher-made test using the action research method, the level of students' perceptual improvement regarding 10 selected indicators of architectural design assessment was reviewed among two control and test groups. The degree of closeness of students' grading to professors' grading was the defining criterion for this promotion. The degree of closeness of students' grading to professors' grading was the defining criterion for this promotion. In the final step, the findings of this test were analyzed by correlation method. In some indicators, the test group gave an answer that was consistent with the professor's, which indicates the similarity of the perspective of this group with their professor in understanding those concepts. In the question related to judgment about space hierarchy and architectural proportions, a significant difference was also observed between the control and test groups. In the field of efficiency and performance, proportions, form, volume and circulation, the test group had more different opinion with their teacher than the control group, which shows that in these cases, the effect of the reflective assessment method has been influenced by various other factors. In the discussion of beauty and sturdiness and hierarchy of spaces, after training with reflective assessment method, the learning of the new students has noticeably improved and they have become closer to their teacher's opinions in this field.
