Developing Academic Literacies through Assessment Rubrics for Architecture Curricula

The signature pedagogies of architecture and design diverge from many normative text-based programmes in higher education (Boyer & Mitgang, 1996). First-year knowledge, skills and behaviours to be assessed include creativity, synthesis, criticality and professionalism; such outcomes are often expected to be evidenced and assessed in later years of other traditional or non-design-based courses. The development of accessible, supportive, and subject-specific marking rubrics has been identified as one tool to providing constructively aligned scaffolding for the architecture student’s learning journey in our institution. Creation of such rubrics also aspires to cultivate a cohesive and critical community of teaching and learning in staff (Cox et al, 2015; Dawson, 2017; Jones et al, 2017). External policies and standards also factor into the review of existing rubrics; learning expectations must rapidly respond to paradigmatic changes in the profession, such as directives to embed professionalism, environmental stewardship and health and safety into the architecture curriculum (e.g. ARB, 2023)

The role of external examining is foregrounded in this initiative, with the authors drawing from institutional good practices nationwide. Marking rubrics from UK schools of architecture have been critically analysed in terms of language employed, grade boundaries, and clarity of intentions for the student body. Representatives of undergraduate and postgraduate cohorts are collaborating to draft appropriate and mutually-agreed descriptions for marking ranges. A key focus has sought to address the problematic marking ranges from 0-40 and from 70-100, challenging normative staff behaviours of confining pass marks within the narrow band of 40 to 70.

Consideration of accessible language, assessment theories, professionalism, and student support have informed this project. The development of draft rubrics will not only benefit our programmes but can also contribute to the broader academic conversation. By disseminating these rubrics to other schools of architecture, we aim to establish shared standards whilst enabling individualisation to reflect each school of architecture’s underlying ethos. This collaborative effort supports collegiality within the wider academic community and contributes to the ongoing development of inclusive and effective assessment practices in architecture and design education.