Drawing conclusions: A review of forms of feedback used in assessment of architectural drawings on NZ Diploma of Architectural technology papers
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McGarrigle, Malachy
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2025-12
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Conference Contribution - Oral Presentation
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New Zealand Diploma in Architectural Technology
architectural drawing
Unitec, Te Pūkenga
Unitec courses
architectural drawing
Unitec, Te Pūkenga
Unitec courses
ANZSRC Field of Research Code (2020)
Citation
McGarrigle, M J. (2025, December). Drawing conclusions: A review of forms of feedback used in assessment of architectural drawings on NZ Diploma of Architectural technology papers [Paper presentation]. IITP Rangahau & Research Symposium 2025 + OPSITARA 2025, New Zealand.
https://hdl.handle.net/10652/7156
Abstract
The range of feedback methods employed by tutors at national and local level following assessment of architectural drawings can vary greatly. This can lead to confusion and misunderstanding of grading decision justifications at both individual college level and national moderation events. This paper will identify feedback forms commonly employed following assessment of architectural drawings on level 5 and level 6 studio courses of the New Zealand Diploma in Architectural Technology at Unitec. The scope of the drawings will be residential buildings for level 5 papers and commercial buildings for level 6. The various methods identified such as spoken face to face, written, audio recording, rubric judgement statements etc will be reviewed and compared with observations and comments sought on the different forms from both tutors and students. The value of providing pre-feedback in forms such as discussion of previous feedback statements augmented by visual student work samples will also be explored in relation to its time commitment. The methodology will be literature review, empirical analysis, semi formal interviews with staff and anonymous online survey of students. The findings should help identify effective feedback methods which support student learning through clear communication of tutor views to students on submitted work. The project will also highlight for comparison the time commitments of using specific forms of feedback. This will include the time required to not only use various feedback methods during grading but also the time necessary to prepare the form of feedback for application and subsequent communication to students. This information will help tutors choose appropriate feedback methods which best suit specific course and teaching situations whilst also providing a knowledge reference database relevant to courses with the discipline area. This shared knowledge will also generate more informed grading justification discussions at all levels.
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