Participatory Peer Assessment as a Tool for Enhancing Learning Opportunities in Architectural Design Studios; A Case Study of the Art University of Isfahan

Background and objectives: The teaching process in architectural design studios often relies on three core principles: critique, revision, and assessment (jury). Participatory critique serves as a complementary tool in this educational process, creating opportunities for learners to understand their strengths and weaknesses through collaboration. Drawing on Vygotsky’s socio-constructivist theory of social interaction, peer involvement in critique and assessment processes has demonstrated significant and positive effects on learners’ development. This method supports the enhancement of individual competencies at three levels: metacognitive, motivational, and transferable skills. Despite the proven effectiveness of peer assessment (PA) in improving learning outcomes, its impact on metacognitive outcomes remains insufficiently understood, as a knowledge gap. Given the complexity of variables in PA, research in this area should prioritize aspects of the method that potentially influence metacognitive outcomes. This study hypothesizes that fostering learner participation in critique and assessment processes within architectural design studios is pivotal for enhancing learning capacities and student satisfaction. Additionally, it highlights participation in PA as an educational opportunity to promote collaboration, engagement, and the development of a learning culture. Research Objectives: 1) To elucidate the process of participatory PA in architectural design studios as a learning opportunity. 2) To define the educational potential of participatory PA methods in such studios.
 
Materials and methods: This mixed-methods study combined quantitative and qualitative approaches. The statistical population comprised 29 architecture students from the Art University of Isfahan, including 13 undergraduate students in the second semester of the 2020-2021 academic year (Design Studio III) and 16 postgraduate students in the first semester of the 2021-2022 academic year (Design Studio I). The research process began by calculating an overall grade average for each class. Subsequently, two assessment rubrics (general and detailed) were provided to each student. Facilitators appointed by the instructors were tasked with maintaining a collective assessment table to document consensus-based scores and report deviations to peers for revision, followed by additional reviews as needed. Quantitative data were collected using a five-point Likert-scale questionnaire to capture participants’ aggregated assessments. Qualitative data were derived from interviews, observations, and transcripts of participants’ discussions during assessment sessions. These were analyzed using a social-discourse analysis method, which focuses on both discourse and shared behaviors among participants. Final analysis was performed through a two-stage coding process using MAXQDA software.
 
Results and conclusion: The study revealed that engaging in critique and group participation facilitated key learning opportunities for architecture students, including understanding assessment criteria, improving presentation skills, and enhancing metacognitive abilities. The findings particularly emphasize the following: 1) Assessment rubrics should be adapted by instructors and students to align with the specific instructional strategies of each design studio. 2) PA methods significantly contribute to the long-term development of learners’ metacognitive abilities. 3) The approach improves problem-solving skills over time. 4) Revising architectural assessment methods to foster peer collaboration and improve student performance is essential for advancing beyond conventional assessment practices. 5) Results vary based on students’ academic levels and architectural experience. This research offers actionable insights for improving the quality of instruction in design studios and other project-based, problem-solving disciplines. It contributes to enhancing learners’ mental well-being through active learning, fostering engagement with key aspects of learning, and cultivating social interactions within educational environments.