Analysis of reflective assessment and its application in architectural education among teachers
Background and Objectives: Reflective learning has been studied in various studies. Reflecting while learning architecture alongside practice helps the student to evaluate and refine the design idea, and this round-trip process is mostly repeated. The application of reflective learning in the field...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
M. Hosseini [verfasserIn] S.B. Hosseini [verfasserIn] F. Mozaffar [verfasserIn] |
|---|
| Format: |
E-Artikel |
|---|---|
| Sprache: |
Persisch |
| Erschienen: |
2023 |
|---|
| Schlagwörter: |
|---|
| Übergeordnetes Werk: |
In: Fanāvarī-i āmūzish - Shahid Rajaee Teacher Training University (SRTTU), 2018, 17(2023), 2, Seite 343-356 |
|---|---|
| Übergeordnetes Werk: |
volume:17 ; year:2023 ; number:2 ; pages:343-356 |
| Links: |
Link aufrufen |
|---|
| DOI / URN: |
10.22061/tej.2022.8587.2689 |
|---|
| Katalog-ID: |
DOAJ089950216 |
|---|
| LEADER | 01000naa a22002652 4500 | ||
|---|---|---|---|
| 001 | DOAJ089950216 | ||
| 003 | DE-627 | ||
| 005 | 20230505022650.0 | ||
| 007 | cr uuu---uuuuu | ||
| 008 | 230505s2023 xx |||||o 00| ||per c | ||
| 024 | 7 | |a 10.22061/tej.2022.8587.2689 |2 doi | |
| 035 | |a (DE-627)DOAJ089950216 | ||
| 035 | |a (DE-599)DOAJ61d4e28b31464b8595dfbecc3414e169 | ||
| 040 | |a DE-627 |b ger |c DE-627 |e rakwb | ||
| 041 | |a per | ||
| 050 | 0 | |a LC8-6691 | |
| 100 | 0 | |a M. Hosseini |e verfasserin |4 aut | |
| 245 | 1 | 0 | |a Analysis of reflective assessment and its application in architectural education among teachers |
| 264 | 1 | |c 2023 | |
| 336 | |a Text |b txt |2 rdacontent | ||
| 337 | |a Computermedien |b c |2 rdamedia | ||
| 338 | |a Online-Ressource |b cr |2 rdacarrier | ||
| 520 | |a Background and Objectives: Reflective learning has been studied in various studies. Reflecting while learning architecture alongside practice helps the student to evaluate and refine the design idea, and this round-trip process is mostly repeated. The application of reflective learning in the field of architecture while practicing needs to be examined to understand to which extent teachers are committed to this teaching method in studios. The investigation and recognition of assessment features along with reflection in architectural studios was the subject of this research.Methods: In order to know the status of assessment in architecture schools, the behavior of teachers in this field and their preferences during assessment were studied through a semi-open questionnaire and the importance of reflective assessment indicators including rational assessment with micro-score was examined. In this study, the presence of students and round trip evaluation based on the design process were also asked from a sample of fifteen participants from the teaching community. For each question, Likert scale answers from 1 (very low) to 5 (very high) were collected and analyzed. Then, their preferences about choosing between twenty-three indicators in assessing each work were examined.Findings: The study of reflective assessment indicators in the sample population of this study showed that 66% of teachers were committed to reflective assessment in practice and the others did not use it. The results showed that reflective assessment in architecture was equally applicable in all types of universities in the country. The study of the effect of gender factor revealed that females’ assessment was more committed to reflective assessment criteria than that of men. Examination of the age factor in refereeing demonstrated that older referees distanced themselves from microscopic and reciprocal refereeing and showed more tendency to single-stage and intuitive refereeing. The use of reflective assessment showed that for jurors who adhered to the reflective assessment, "efficiency and performance of the plan" were more important than anything else, and “innovation” was placed next, while other jurors called it "innovation". "Design aesthetics", "graphic presentation" and "form quality and composition in architectural design" were more important.Conclusion: Assessment with reflection has been introduced as a new method in current research. By presenting a logical, step-by-step, interactive and back-and-forth form of teaching, this method has changed the assessing process from the end of the semester to the entire semester and made it as a tool for learning. The effect of this method, whose indicators were approved by the experts in this research, showed that changing the teaching method can improve learning the basic concepts among architecture students. The efficiency of this method is when the teachers change the current education process in a purposeful way which prioritizes the efficiency and performance of students' plans. This assessment method has changed from intuitive, single-step, product-oriented and independent of interaction with students towards the indicators presented in this research. The findings of the research show that this goal has been achieved in more than half of the architecture studios, but considering its positive results in improving students' learning and there is a need for more detailed planning and coherent management for this purpose. | ||
| 650 | 4 | |a architectural assessing | |
| 650 | 4 | |a architectural education | |
| 650 | 4 | |a reflective assessment | |
| 650 | 4 | |a learning | |
| 650 | 4 | |a teachers | |
| 653 | 0 | |a Special aspects of education | |
| 700 | 0 | |a S.B. Hosseini |e verfasserin |4 aut | |
| 700 | 0 | |a F. Mozaffar |e verfasserin |4 aut | |
| 773 | 0 | 8 | |i In |t Fanāvarī-i āmūzish |d Shahid Rajaee Teacher Training University (SRTTU), 2018 |g 17(2023), 2, Seite 343-356 |w (DE-627)1760603996 |x 23455462 |7 nnns |
| 773 | 1 | 8 | |g volume:17 |g year:2023 |g number:2 |g pages:343-356 |
| 856 | 4 | 0 | |u https://doi.org/10.22061/tej.2022.8587.2689 |z kostenfrei |
| 856 | 4 | 0 | |u https://doaj.org/article/61d4e28b31464b8595dfbecc3414e169 |z kostenfrei |
| 856 | 4 | 0 | |u https://jte.sru.ac.ir/article_1846_469b583ca344b8769def72a4405fc23b.pdf |z kostenfrei |
| 856 | 4 | 2 | |u https://doaj.org/toc/2008-0441 |y Journal toc |z kostenfrei |
| 856 | 4 | 2 | |u https://doaj.org/toc/2345-5462 |y Journal toc |z kostenfrei |
| 912 | |a GBV_USEFLAG_A | ||
| 912 | |a SYSFLAG_A | ||
| 912 | |a GBV_DOAJ | ||
| 912 | |a GBV_ILN_2025 | ||
| 912 | |a GBV_ILN_2031 | ||
| 951 | |a AR | ||
| 952 | |d 17 |j 2023 |e 2 |h 343-356 | ||
| author_variant |
m h mh s h sh f m fm |
|---|---|
| matchkey_str |
article:23455462:2023----::nlssfelciesesetnisplctoiacietrl |
| hierarchy_sort_str |
2023 |
| callnumber-subject-code |
LC |
| publishDate |
2023 |
| allfields |
10.22061/tej.2022.8587.2689 doi (DE-627)DOAJ089950216 (DE-599)DOAJ61d4e28b31464b8595dfbecc3414e169 DE-627 ger DE-627 rakwb per LC8-6691 M. Hosseini verfasserin aut Analysis of reflective assessment and its application in architectural education among teachers 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Background and Objectives: Reflective learning has been studied in various studies. Reflecting while learning architecture alongside practice helps the student to evaluate and refine the design idea, and this round-trip process is mostly repeated. The application of reflective learning in the field of architecture while practicing needs to be examined to understand to which extent teachers are committed to this teaching method in studios. The investigation and recognition of assessment features along with reflection in architectural studios was the subject of this research.Methods: In order to know the status of assessment in architecture schools, the behavior of teachers in this field and their preferences during assessment were studied through a semi-open questionnaire and the importance of reflective assessment indicators including rational assessment with micro-score was examined. In this study, the presence of students and round trip evaluation based on the design process were also asked from a sample of fifteen participants from the teaching community. For each question, Likert scale answers from 1 (very low) to 5 (very high) were collected and analyzed. Then, their preferences about choosing between twenty-three indicators in assessing each work were examined.Findings: The study of reflective assessment indicators in the sample population of this study showed that 66% of teachers were committed to reflective assessment in practice and the others did not use it. The results showed that reflective assessment in architecture was equally applicable in all types of universities in the country. The study of the effect of gender factor revealed that females’ assessment was more committed to reflective assessment criteria than that of men. Examination of the age factor in refereeing demonstrated that older referees distanced themselves from microscopic and reciprocal refereeing and showed more tendency to single-stage and intuitive refereeing. The use of reflective assessment showed that for jurors who adhered to the reflective assessment, "efficiency and performance of the plan" were more important than anything else, and “innovation” was placed next, while other jurors called it "innovation". "Design aesthetics", "graphic presentation" and "form quality and composition in architectural design" were more important.Conclusion: Assessment with reflection has been introduced as a new method in current research. By presenting a logical, step-by-step, interactive and back-and-forth form of teaching, this method has changed the assessing process from the end of the semester to the entire semester and made it as a tool for learning. The effect of this method, whose indicators were approved by the experts in this research, showed that changing the teaching method can improve learning the basic concepts among architecture students. The efficiency of this method is when the teachers change the current education process in a purposeful way which prioritizes the efficiency and performance of students' plans. This assessment method has changed from intuitive, single-step, product-oriented and independent of interaction with students towards the indicators presented in this research. The findings of the research show that this goal has been achieved in more than half of the architecture studios, but considering its positive results in improving students' learning and there is a need for more detailed planning and coherent management for this purpose. architectural assessing architectural education reflective assessment learning teachers Special aspects of education S.B. Hosseini verfasserin aut F. Mozaffar verfasserin aut In Fanāvarī-i āmūzish Shahid Rajaee Teacher Training University (SRTTU), 2018 17(2023), 2, Seite 343-356 (DE-627)1760603996 23455462 nnns volume:17 year:2023 number:2 pages:343-356 https://doi.org/10.22061/tej.2022.8587.2689 kostenfrei https://doaj.org/article/61d4e28b31464b8595dfbecc3414e169 kostenfrei https://jte.sru.ac.ir/article_1846_469b583ca344b8769def72a4405fc23b.pdf kostenfrei https://doaj.org/toc/2008-0441 Journal toc kostenfrei https://doaj.org/toc/2345-5462 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_2025 GBV_ILN_2031 AR 17 2023 2 343-356 |
| spelling |
10.22061/tej.2022.8587.2689 doi (DE-627)DOAJ089950216 (DE-599)DOAJ61d4e28b31464b8595dfbecc3414e169 DE-627 ger DE-627 rakwb per LC8-6691 M. Hosseini verfasserin aut Analysis of reflective assessment and its application in architectural education among teachers 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Background and Objectives: Reflective learning has been studied in various studies. Reflecting while learning architecture alongside practice helps the student to evaluate and refine the design idea, and this round-trip process is mostly repeated. The application of reflective learning in the field of architecture while practicing needs to be examined to understand to which extent teachers are committed to this teaching method in studios. The investigation and recognition of assessment features along with reflection in architectural studios was the subject of this research.Methods: In order to know the status of assessment in architecture schools, the behavior of teachers in this field and their preferences during assessment were studied through a semi-open questionnaire and the importance of reflective assessment indicators including rational assessment with micro-score was examined. In this study, the presence of students and round trip evaluation based on the design process were also asked from a sample of fifteen participants from the teaching community. For each question, Likert scale answers from 1 (very low) to 5 (very high) were collected and analyzed. Then, their preferences about choosing between twenty-three indicators in assessing each work were examined.Findings: The study of reflective assessment indicators in the sample population of this study showed that 66% of teachers were committed to reflective assessment in practice and the others did not use it. The results showed that reflective assessment in architecture was equally applicable in all types of universities in the country. The study of the effect of gender factor revealed that females’ assessment was more committed to reflective assessment criteria than that of men. Examination of the age factor in refereeing demonstrated that older referees distanced themselves from microscopic and reciprocal refereeing and showed more tendency to single-stage and intuitive refereeing. The use of reflective assessment showed that for jurors who adhered to the reflective assessment, "efficiency and performance of the plan" were more important than anything else, and “innovation” was placed next, while other jurors called it "innovation". "Design aesthetics", "graphic presentation" and "form quality and composition in architectural design" were more important.Conclusion: Assessment with reflection has been introduced as a new method in current research. By presenting a logical, step-by-step, interactive and back-and-forth form of teaching, this method has changed the assessing process from the end of the semester to the entire semester and made it as a tool for learning. The effect of this method, whose indicators were approved by the experts in this research, showed that changing the teaching method can improve learning the basic concepts among architecture students. The efficiency of this method is when the teachers change the current education process in a purposeful way which prioritizes the efficiency and performance of students' plans. This assessment method has changed from intuitive, single-step, product-oriented and independent of interaction with students towards the indicators presented in this research. The findings of the research show that this goal has been achieved in more than half of the architecture studios, but considering its positive results in improving students' learning and there is a need for more detailed planning and coherent management for this purpose. architectural assessing architectural education reflective assessment learning teachers Special aspects of education S.B. Hosseini verfasserin aut F. Mozaffar verfasserin aut In Fanāvarī-i āmūzish Shahid Rajaee Teacher Training University (SRTTU), 2018 17(2023), 2, Seite 343-356 (DE-627)1760603996 23455462 nnns volume:17 year:2023 number:2 pages:343-356 https://doi.org/10.22061/tej.2022.8587.2689 kostenfrei https://doaj.org/article/61d4e28b31464b8595dfbecc3414e169 kostenfrei https://jte.sru.ac.ir/article_1846_469b583ca344b8769def72a4405fc23b.pdf kostenfrei https://doaj.org/toc/2008-0441 Journal toc kostenfrei https://doaj.org/toc/2345-5462 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_2025 GBV_ILN_2031 AR 17 2023 2 343-356 |
| allfields_unstemmed |
10.22061/tej.2022.8587.2689 doi (DE-627)DOAJ089950216 (DE-599)DOAJ61d4e28b31464b8595dfbecc3414e169 DE-627 ger DE-627 rakwb per LC8-6691 M. Hosseini verfasserin aut Analysis of reflective assessment and its application in architectural education among teachers 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Background and Objectives: Reflective learning has been studied in various studies. Reflecting while learning architecture alongside practice helps the student to evaluate and refine the design idea, and this round-trip process is mostly repeated. The application of reflective learning in the field of architecture while practicing needs to be examined to understand to which extent teachers are committed to this teaching method in studios. The investigation and recognition of assessment features along with reflection in architectural studios was the subject of this research.Methods: In order to know the status of assessment in architecture schools, the behavior of teachers in this field and their preferences during assessment were studied through a semi-open questionnaire and the importance of reflective assessment indicators including rational assessment with micro-score was examined. In this study, the presence of students and round trip evaluation based on the design process were also asked from a sample of fifteen participants from the teaching community. For each question, Likert scale answers from 1 (very low) to 5 (very high) were collected and analyzed. Then, their preferences about choosing between twenty-three indicators in assessing each work were examined.Findings: The study of reflective assessment indicators in the sample population of this study showed that 66% of teachers were committed to reflective assessment in practice and the others did not use it. The results showed that reflective assessment in architecture was equally applicable in all types of universities in the country. The study of the effect of gender factor revealed that females’ assessment was more committed to reflective assessment criteria than that of men. Examination of the age factor in refereeing demonstrated that older referees distanced themselves from microscopic and reciprocal refereeing and showed more tendency to single-stage and intuitive refereeing. The use of reflective assessment showed that for jurors who adhered to the reflective assessment, "efficiency and performance of the plan" were more important than anything else, and “innovation” was placed next, while other jurors called it "innovation". "Design aesthetics", "graphic presentation" and "form quality and composition in architectural design" were more important.Conclusion: Assessment with reflection has been introduced as a new method in current research. By presenting a logical, step-by-step, interactive and back-and-forth form of teaching, this method has changed the assessing process from the end of the semester to the entire semester and made it as a tool for learning. The effect of this method, whose indicators were approved by the experts in this research, showed that changing the teaching method can improve learning the basic concepts among architecture students. The efficiency of this method is when the teachers change the current education process in a purposeful way which prioritizes the efficiency and performance of students' plans. This assessment method has changed from intuitive, single-step, product-oriented and independent of interaction with students towards the indicators presented in this research. The findings of the research show that this goal has been achieved in more than half of the architecture studios, but considering its positive results in improving students' learning and there is a need for more detailed planning and coherent management for this purpose. architectural assessing architectural education reflective assessment learning teachers Special aspects of education S.B. Hosseini verfasserin aut F. Mozaffar verfasserin aut In Fanāvarī-i āmūzish Shahid Rajaee Teacher Training University (SRTTU), 2018 17(2023), 2, Seite 343-356 (DE-627)1760603996 23455462 nnns volume:17 year:2023 number:2 pages:343-356 https://doi.org/10.22061/tej.2022.8587.2689 kostenfrei https://doaj.org/article/61d4e28b31464b8595dfbecc3414e169 kostenfrei https://jte.sru.ac.ir/article_1846_469b583ca344b8769def72a4405fc23b.pdf kostenfrei https://doaj.org/toc/2008-0441 Journal toc kostenfrei https://doaj.org/toc/2345-5462 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_2025 GBV_ILN_2031 AR 17 2023 2 343-356 |
| allfieldsGer |
10.22061/tej.2022.8587.2689 doi (DE-627)DOAJ089950216 (DE-599)DOAJ61d4e28b31464b8595dfbecc3414e169 DE-627 ger DE-627 rakwb per LC8-6691 M. Hosseini verfasserin aut Analysis of reflective assessment and its application in architectural education among teachers 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Background and Objectives: Reflective learning has been studied in various studies. Reflecting while learning architecture alongside practice helps the student to evaluate and refine the design idea, and this round-trip process is mostly repeated. The application of reflective learning in the field of architecture while practicing needs to be examined to understand to which extent teachers are committed to this teaching method in studios. The investigation and recognition of assessment features along with reflection in architectural studios was the subject of this research.Methods: In order to know the status of assessment in architecture schools, the behavior of teachers in this field and their preferences during assessment were studied through a semi-open questionnaire and the importance of reflective assessment indicators including rational assessment with micro-score was examined. In this study, the presence of students and round trip evaluation based on the design process were also asked from a sample of fifteen participants from the teaching community. For each question, Likert scale answers from 1 (very low) to 5 (very high) were collected and analyzed. Then, their preferences about choosing between twenty-three indicators in assessing each work were examined.Findings: The study of reflective assessment indicators in the sample population of this study showed that 66% of teachers were committed to reflective assessment in practice and the others did not use it. The results showed that reflective assessment in architecture was equally applicable in all types of universities in the country. The study of the effect of gender factor revealed that females’ assessment was more committed to reflective assessment criteria than that of men. Examination of the age factor in refereeing demonstrated that older referees distanced themselves from microscopic and reciprocal refereeing and showed more tendency to single-stage and intuitive refereeing. The use of reflective assessment showed that for jurors who adhered to the reflective assessment, "efficiency and performance of the plan" were more important than anything else, and “innovation” was placed next, while other jurors called it "innovation". "Design aesthetics", "graphic presentation" and "form quality and composition in architectural design" were more important.Conclusion: Assessment with reflection has been introduced as a new method in current research. By presenting a logical, step-by-step, interactive and back-and-forth form of teaching, this method has changed the assessing process from the end of the semester to the entire semester and made it as a tool for learning. The effect of this method, whose indicators were approved by the experts in this research, showed that changing the teaching method can improve learning the basic concepts among architecture students. The efficiency of this method is when the teachers change the current education process in a purposeful way which prioritizes the efficiency and performance of students' plans. This assessment method has changed from intuitive, single-step, product-oriented and independent of interaction with students towards the indicators presented in this research. The findings of the research show that this goal has been achieved in more than half of the architecture studios, but considering its positive results in improving students' learning and there is a need for more detailed planning and coherent management for this purpose. architectural assessing architectural education reflective assessment learning teachers Special aspects of education S.B. Hosseini verfasserin aut F. Mozaffar verfasserin aut In Fanāvarī-i āmūzish Shahid Rajaee Teacher Training University (SRTTU), 2018 17(2023), 2, Seite 343-356 (DE-627)1760603996 23455462 nnns volume:17 year:2023 number:2 pages:343-356 https://doi.org/10.22061/tej.2022.8587.2689 kostenfrei https://doaj.org/article/61d4e28b31464b8595dfbecc3414e169 kostenfrei https://jte.sru.ac.ir/article_1846_469b583ca344b8769def72a4405fc23b.pdf kostenfrei https://doaj.org/toc/2008-0441 Journal toc kostenfrei https://doaj.org/toc/2345-5462 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_2025 GBV_ILN_2031 AR 17 2023 2 343-356 |
| allfieldsSound |
10.22061/tej.2022.8587.2689 doi (DE-627)DOAJ089950216 (DE-599)DOAJ61d4e28b31464b8595dfbecc3414e169 DE-627 ger DE-627 rakwb per LC8-6691 M. Hosseini verfasserin aut Analysis of reflective assessment and its application in architectural education among teachers 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Background and Objectives: Reflective learning has been studied in various studies. Reflecting while learning architecture alongside practice helps the student to evaluate and refine the design idea, and this round-trip process is mostly repeated. The application of reflective learning in the field of architecture while practicing needs to be examined to understand to which extent teachers are committed to this teaching method in studios. The investigation and recognition of assessment features along with reflection in architectural studios was the subject of this research.Methods: In order to know the status of assessment in architecture schools, the behavior of teachers in this field and their preferences during assessment were studied through a semi-open questionnaire and the importance of reflective assessment indicators including rational assessment with micro-score was examined. In this study, the presence of students and round trip evaluation based on the design process were also asked from a sample of fifteen participants from the teaching community. For each question, Likert scale answers from 1 (very low) to 5 (very high) were collected and analyzed. Then, their preferences about choosing between twenty-three indicators in assessing each work were examined.Findings: The study of reflective assessment indicators in the sample population of this study showed that 66% of teachers were committed to reflective assessment in practice and the others did not use it. The results showed that reflective assessment in architecture was equally applicable in all types of universities in the country. The study of the effect of gender factor revealed that females’ assessment was more committed to reflective assessment criteria than that of men. Examination of the age factor in refereeing demonstrated that older referees distanced themselves from microscopic and reciprocal refereeing and showed more tendency to single-stage and intuitive refereeing. The use of reflective assessment showed that for jurors who adhered to the reflective assessment, "efficiency and performance of the plan" were more important than anything else, and “innovation” was placed next, while other jurors called it "innovation". "Design aesthetics", "graphic presentation" and "form quality and composition in architectural design" were more important.Conclusion: Assessment with reflection has been introduced as a new method in current research. By presenting a logical, step-by-step, interactive and back-and-forth form of teaching, this method has changed the assessing process from the end of the semester to the entire semester and made it as a tool for learning. The effect of this method, whose indicators were approved by the experts in this research, showed that changing the teaching method can improve learning the basic concepts among architecture students. The efficiency of this method is when the teachers change the current education process in a purposeful way which prioritizes the efficiency and performance of students' plans. This assessment method has changed from intuitive, single-step, product-oriented and independent of interaction with students towards the indicators presented in this research. The findings of the research show that this goal has been achieved in more than half of the architecture studios, but considering its positive results in improving students' learning and there is a need for more detailed planning and coherent management for this purpose. architectural assessing architectural education reflective assessment learning teachers Special aspects of education S.B. Hosseini verfasserin aut F. Mozaffar verfasserin aut In Fanāvarī-i āmūzish Shahid Rajaee Teacher Training University (SRTTU), 2018 17(2023), 2, Seite 343-356 (DE-627)1760603996 23455462 nnns volume:17 year:2023 number:2 pages:343-356 https://doi.org/10.22061/tej.2022.8587.2689 kostenfrei https://doaj.org/article/61d4e28b31464b8595dfbecc3414e169 kostenfrei https://jte.sru.ac.ir/article_1846_469b583ca344b8769def72a4405fc23b.pdf kostenfrei https://doaj.org/toc/2008-0441 Journal toc kostenfrei https://doaj.org/toc/2345-5462 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_2025 GBV_ILN_2031 AR 17 2023 2 343-356 |
| language |
Persian |
| source |
In Fanāvarī-i āmūzish 17(2023), 2, Seite 343-356 volume:17 year:2023 number:2 pages:343-356 |
| sourceStr |
In Fanāvarī-i āmūzish 17(2023), 2, Seite 343-356 volume:17 year:2023 number:2 pages:343-356 |
| format_phy_str_mv |
Article |
| institution |
findex.gbv.de |
| topic_facet |
architectural assessing architectural education reflective assessment learning teachers Special aspects of education |
| isfreeaccess_bool |
true |
| container_title |
Fanāvarī-i āmūzish |
| authorswithroles_txt_mv |
M. Hosseini @@aut@@ S.B. Hosseini @@aut@@ F. Mozaffar @@aut@@ |
| publishDateDaySort_date |
2023-01-01T00:00:00Z |
| hierarchy_top_id |
1760603996 |
| id |
DOAJ089950216 |
| language_de |
persisch |
| fullrecord |
<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000naa a22002652 4500</leader><controlfield tag="001">DOAJ089950216</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230505022650.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">230505s2023 xx |||||o 00| ||per c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.22061/tej.2022.8587.2689</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)DOAJ089950216</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)DOAJ61d4e28b31464b8595dfbecc3414e169</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">per</subfield></datafield><datafield tag="050" ind1=" " ind2="0"><subfield code="a">LC8-6691</subfield></datafield><datafield tag="100" ind1="0" ind2=" "><subfield code="a">M. Hosseini</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Analysis of reflective assessment and its application in architectural education among teachers</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2023</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Background and Objectives: Reflective learning has been studied in various studies. Reflecting while learning architecture alongside practice helps the student to evaluate and refine the design idea, and this round-trip process is mostly repeated. The application of reflective learning in the field of architecture while practicing needs to be examined to understand to which extent teachers are committed to this teaching method in studios. The investigation and recognition of assessment features along with reflection in architectural studios was the subject of this research.Methods: In order to know the status of assessment in architecture schools, the behavior of teachers in this field and their preferences during assessment were studied through a semi-open questionnaire and the importance of reflective assessment indicators including rational assessment with micro-score was examined. In this study, the presence of students and round trip evaluation based on the design process were also asked from a sample of fifteen participants from the teaching community. For each question, Likert scale answers from 1 (very low) to 5 (very high) were collected and analyzed. Then, their preferences about choosing between twenty-three indicators in assessing each work were examined.Findings: The study of reflective assessment indicators in the sample population of this study showed that 66% of teachers were committed to reflective assessment in practice and the others did not use it. The results showed that reflective assessment in architecture was equally applicable in all types of universities in the country. The study of the effect of gender factor revealed that females’ assessment was more committed to reflective assessment criteria than that of men. Examination of the age factor in refereeing demonstrated that older referees distanced themselves from microscopic and reciprocal refereeing and showed more tendency to single-stage and intuitive refereeing. The use of reflective assessment showed that for jurors who adhered to the reflective assessment, "efficiency and performance of the plan" were more important than anything else, and “innovation” was placed next, while other jurors called it "innovation". "Design aesthetics", "graphic presentation" and "form quality and composition in architectural design" were more important.Conclusion: Assessment with reflection has been introduced as a new method in current research. By presenting a logical, step-by-step, interactive and back-and-forth form of teaching, this method has changed the assessing process from the end of the semester to the entire semester and made it as a tool for learning. The effect of this method, whose indicators were approved by the experts in this research, showed that changing the teaching method can improve learning the basic concepts among architecture students. The efficiency of this method is when the teachers change the current education process in a purposeful way which prioritizes the efficiency and performance of students' plans. This assessment method has changed from intuitive, single-step, product-oriented and independent of interaction with students towards the indicators presented in this research. The findings of the research show that this goal has been achieved in more than half of the architecture studios, but considering its positive results in improving students' learning and there is a need for more detailed planning and coherent management for this purpose.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">architectural assessing</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">architectural education</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">reflective assessment</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">learning</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">teachers</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Special aspects of education</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">S.B. Hosseini</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">F. Mozaffar</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">In</subfield><subfield code="t">Fanāvarī-i āmūzish</subfield><subfield code="d">Shahid Rajaee Teacher Training University (SRTTU), 2018</subfield><subfield code="g">17(2023), 2, Seite 343-356</subfield><subfield code="w">(DE-627)1760603996</subfield><subfield code="x">23455462</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:17</subfield><subfield code="g">year:2023</subfield><subfield code="g">number:2</subfield><subfield code="g">pages:343-356</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doi.org/10.22061/tej.2022.8587.2689</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doaj.org/article/61d4e28b31464b8595dfbecc3414e169</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://jte.sru.ac.ir/article_1846_469b583ca344b8769def72a4405fc23b.pdf</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">https://doaj.org/toc/2008-0441</subfield><subfield code="y">Journal toc</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">https://doaj.org/toc/2345-5462</subfield><subfield code="y">Journal toc</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_DOAJ</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2025</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2031</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">17</subfield><subfield code="j">2023</subfield><subfield code="e">2</subfield><subfield code="h">343-356</subfield></datafield></record></collection>
|
| callnumber-first |
L - Education |
| author |
M. Hosseini |
| spellingShingle |
M. Hosseini misc LC8-6691 misc architectural assessing misc architectural education misc reflective assessment misc learning misc teachers misc Special aspects of education Analysis of reflective assessment and its application in architectural education among teachers |
| authorStr |
M. Hosseini |
| ppnlink_with_tag_str_mv |
@@773@@(DE-627)1760603996 |
| format |
electronic Article |
| delete_txt_mv |
keep |
| author_role |
aut aut aut |
| collection |
DOAJ |
| remote_str |
true |
| callnumber-label |
LC8-6691 |
| illustrated |
Not Illustrated |
| issn |
23455462 |
| topic_title |
LC8-6691 Analysis of reflective assessment and its application in architectural education among teachers architectural assessing architectural education reflective assessment learning teachers |
| topic |
misc LC8-6691 misc architectural assessing misc architectural education misc reflective assessment misc learning misc teachers misc Special aspects of education |
| topic_unstemmed |
misc LC8-6691 misc architectural assessing misc architectural education misc reflective assessment misc learning misc teachers misc Special aspects of education |
| topic_browse |
misc LC8-6691 misc architectural assessing misc architectural education misc reflective assessment misc learning misc teachers misc Special aspects of education |
| format_facet |
Elektronische Aufsätze Aufsätze Elektronische Ressource |
| format_main_str_mv |
Text Zeitschrift/Artikel |
| carriertype_str_mv |
cr |
| hierarchy_parent_title |
Fanāvarī-i āmūzish |
| hierarchy_parent_id |
1760603996 |
| hierarchy_top_title |
Fanāvarī-i āmūzish |
| isfreeaccess_txt |
true |
| familylinks_str_mv |
(DE-627)1760603996 |
| title |
Analysis of reflective assessment and its application in architectural education among teachers |
| ctrlnum |
(DE-627)DOAJ089950216 (DE-599)DOAJ61d4e28b31464b8595dfbecc3414e169 |
| title_full |
Analysis of reflective assessment and its application in architectural education among teachers |
| author_sort |
M. Hosseini |
| journal |
Fanāvarī-i āmūzish |
| journalStr |
Fanāvarī-i āmūzish |
| callnumber-first-code |
L |
| lang_code |
per |
| isOA_bool |
true |
| recordtype |
marc |
| publishDateSort |
2023 |
| contenttype_str_mv |
txt |
| container_start_page |
343 |
| author_browse |
M. Hosseini S.B. Hosseini F. Mozaffar |
| container_volume |
17 |
| class |
LC8-6691 |
| format_se |
Elektronische Aufsätze |
| author-letter |
M. Hosseini |
| doi_str_mv |
10.22061/tej.2022.8587.2689 |
| author2-role |
verfasserin |
| title_sort |
analysis of reflective assessment and its application in architectural education among teachers |
| callnumber |
LC8-6691 |
| title_auth |
Analysis of reflective assessment and its application in architectural education among teachers |
| abstract |
Background and Objectives: Reflective learning has been studied in various studies. Reflecting while learning architecture alongside practice helps the student to evaluate and refine the design idea, and this round-trip process is mostly repeated. The application of reflective learning in the field of architecture while practicing needs to be examined to understand to which extent teachers are committed to this teaching method in studios. The investigation and recognition of assessment features along with reflection in architectural studios was the subject of this research.Methods: In order to know the status of assessment in architecture schools, the behavior of teachers in this field and their preferences during assessment were studied through a semi-open questionnaire and the importance of reflective assessment indicators including rational assessment with micro-score was examined. In this study, the presence of students and round trip evaluation based on the design process were also asked from a sample of fifteen participants from the teaching community. For each question, Likert scale answers from 1 (very low) to 5 (very high) were collected and analyzed. Then, their preferences about choosing between twenty-three indicators in assessing each work were examined.Findings: The study of reflective assessment indicators in the sample population of this study showed that 66% of teachers were committed to reflective assessment in practice and the others did not use it. The results showed that reflective assessment in architecture was equally applicable in all types of universities in the country. The study of the effect of gender factor revealed that females’ assessment was more committed to reflective assessment criteria than that of men. Examination of the age factor in refereeing demonstrated that older referees distanced themselves from microscopic and reciprocal refereeing and showed more tendency to single-stage and intuitive refereeing. The use of reflective assessment showed that for jurors who adhered to the reflective assessment, "efficiency and performance of the plan" were more important than anything else, and “innovation” was placed next, while other jurors called it "innovation". "Design aesthetics", "graphic presentation" and "form quality and composition in architectural design" were more important.Conclusion: Assessment with reflection has been introduced as a new method in current research. By presenting a logical, step-by-step, interactive and back-and-forth form of teaching, this method has changed the assessing process from the end of the semester to the entire semester and made it as a tool for learning. The effect of this method, whose indicators were approved by the experts in this research, showed that changing the teaching method can improve learning the basic concepts among architecture students. The efficiency of this method is when the teachers change the current education process in a purposeful way which prioritizes the efficiency and performance of students' plans. This assessment method has changed from intuitive, single-step, product-oriented and independent of interaction with students towards the indicators presented in this research. The findings of the research show that this goal has been achieved in more than half of the architecture studios, but considering its positive results in improving students' learning and there is a need for more detailed planning and coherent management for this purpose. |
| abstractGer |
Background and Objectives: Reflective learning has been studied in various studies. Reflecting while learning architecture alongside practice helps the student to evaluate and refine the design idea, and this round-trip process is mostly repeated. The application of reflective learning in the field of architecture while practicing needs to be examined to understand to which extent teachers are committed to this teaching method in studios. The investigation and recognition of assessment features along with reflection in architectural studios was the subject of this research.Methods: In order to know the status of assessment in architecture schools, the behavior of teachers in this field and their preferences during assessment were studied through a semi-open questionnaire and the importance of reflective assessment indicators including rational assessment with micro-score was examined. In this study, the presence of students and round trip evaluation based on the design process were also asked from a sample of fifteen participants from the teaching community. For each question, Likert scale answers from 1 (very low) to 5 (very high) were collected and analyzed. Then, their preferences about choosing between twenty-three indicators in assessing each work were examined.Findings: The study of reflective assessment indicators in the sample population of this study showed that 66% of teachers were committed to reflective assessment in practice and the others did not use it. The results showed that reflective assessment in architecture was equally applicable in all types of universities in the country. The study of the effect of gender factor revealed that females’ assessment was more committed to reflective assessment criteria than that of men. Examination of the age factor in refereeing demonstrated that older referees distanced themselves from microscopic and reciprocal refereeing and showed more tendency to single-stage and intuitive refereeing. The use of reflective assessment showed that for jurors who adhered to the reflective assessment, "efficiency and performance of the plan" were more important than anything else, and “innovation” was placed next, while other jurors called it "innovation". "Design aesthetics", "graphic presentation" and "form quality and composition in architectural design" were more important.Conclusion: Assessment with reflection has been introduced as a new method in current research. By presenting a logical, step-by-step, interactive and back-and-forth form of teaching, this method has changed the assessing process from the end of the semester to the entire semester and made it as a tool for learning. The effect of this method, whose indicators were approved by the experts in this research, showed that changing the teaching method can improve learning the basic concepts among architecture students. The efficiency of this method is when the teachers change the current education process in a purposeful way which prioritizes the efficiency and performance of students' plans. This assessment method has changed from intuitive, single-step, product-oriented and independent of interaction with students towards the indicators presented in this research. The findings of the research show that this goal has been achieved in more than half of the architecture studios, but considering its positive results in improving students' learning and there is a need for more detailed planning and coherent management for this purpose. |
| abstract_unstemmed |
Background and Objectives: Reflective learning has been studied in various studies. Reflecting while learning architecture alongside practice helps the student to evaluate and refine the design idea, and this round-trip process is mostly repeated. The application of reflective learning in the field of architecture while practicing needs to be examined to understand to which extent teachers are committed to this teaching method in studios. The investigation and recognition of assessment features along with reflection in architectural studios was the subject of this research.Methods: In order to know the status of assessment in architecture schools, the behavior of teachers in this field and their preferences during assessment were studied through a semi-open questionnaire and the importance of reflective assessment indicators including rational assessment with micro-score was examined. In this study, the presence of students and round trip evaluation based on the design process were also asked from a sample of fifteen participants from the teaching community. For each question, Likert scale answers from 1 (very low) to 5 (very high) were collected and analyzed. Then, their preferences about choosing between twenty-three indicators in assessing each work were examined.Findings: The study of reflective assessment indicators in the sample population of this study showed that 66% of teachers were committed to reflective assessment in practice and the others did not use it. The results showed that reflective assessment in architecture was equally applicable in all types of universities in the country. The study of the effect of gender factor revealed that females’ assessment was more committed to reflective assessment criteria than that of men. Examination of the age factor in refereeing demonstrated that older referees distanced themselves from microscopic and reciprocal refereeing and showed more tendency to single-stage and intuitive refereeing. The use of reflective assessment showed that for jurors who adhered to the reflective assessment, "efficiency and performance of the plan" were more important than anything else, and “innovation” was placed next, while other jurors called it "innovation". "Design aesthetics", "graphic presentation" and "form quality and composition in architectural design" were more important.Conclusion: Assessment with reflection has been introduced as a new method in current research. By presenting a logical, step-by-step, interactive and back-and-forth form of teaching, this method has changed the assessing process from the end of the semester to the entire semester and made it as a tool for learning. The effect of this method, whose indicators were approved by the experts in this research, showed that changing the teaching method can improve learning the basic concepts among architecture students. The efficiency of this method is when the teachers change the current education process in a purposeful way which prioritizes the efficiency and performance of students' plans. This assessment method has changed from intuitive, single-step, product-oriented and independent of interaction with students towards the indicators presented in this research. The findings of the research show that this goal has been achieved in more than half of the architecture studios, but considering its positive results in improving students' learning and there is a need for more detailed planning and coherent management for this purpose. |
| collection_details |
GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_2025 GBV_ILN_2031 |
| container_issue |
2 |
| title_short |
Analysis of reflective assessment and its application in architectural education among teachers |
| url |
https://doi.org/10.22061/tej.2022.8587.2689 https://doaj.org/article/61d4e28b31464b8595dfbecc3414e169 https://jte.sru.ac.ir/article_1846_469b583ca344b8769def72a4405fc23b.pdf https://doaj.org/toc/2008-0441 https://doaj.org/toc/2345-5462 |
| remote_bool |
true |
| author2 |
S.B. Hosseini F. Mozaffar |
| author2Str |
S.B. Hosseini F. Mozaffar |
| ppnlink |
1760603996 |
| callnumber-subject |
LC - Social Aspects of Education |
| mediatype_str_mv |
c |
| isOA_txt |
true |
| hochschulschrift_bool |
false |
| doi_str |
10.22061/tej.2022.8587.2689 |
| callnumber-a |
LC8-6691 |
| up_date |
2024-07-04T01:19:35.912Z |
| _version_ |
1803609414999998464 |
| fullrecord_marcxml |
<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000naa a22002652 4500</leader><controlfield tag="001">DOAJ089950216</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230505022650.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">230505s2023 xx |||||o 00| ||per c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.22061/tej.2022.8587.2689</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)DOAJ089950216</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)DOAJ61d4e28b31464b8595dfbecc3414e169</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">per</subfield></datafield><datafield tag="050" ind1=" " ind2="0"><subfield code="a">LC8-6691</subfield></datafield><datafield tag="100" ind1="0" ind2=" "><subfield code="a">M. Hosseini</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Analysis of reflective assessment and its application in architectural education among teachers</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2023</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Background and Objectives: Reflective learning has been studied in various studies. Reflecting while learning architecture alongside practice helps the student to evaluate and refine the design idea, and this round-trip process is mostly repeated. The application of reflective learning in the field of architecture while practicing needs to be examined to understand to which extent teachers are committed to this teaching method in studios. The investigation and recognition of assessment features along with reflection in architectural studios was the subject of this research.Methods: In order to know the status of assessment in architecture schools, the behavior of teachers in this field and their preferences during assessment were studied through a semi-open questionnaire and the importance of reflective assessment indicators including rational assessment with micro-score was examined. In this study, the presence of students and round trip evaluation based on the design process were also asked from a sample of fifteen participants from the teaching community. For each question, Likert scale answers from 1 (very low) to 5 (very high) were collected and analyzed. Then, their preferences about choosing between twenty-three indicators in assessing each work were examined.Findings: The study of reflective assessment indicators in the sample population of this study showed that 66% of teachers were committed to reflective assessment in practice and the others did not use it. The results showed that reflective assessment in architecture was equally applicable in all types of universities in the country. The study of the effect of gender factor revealed that females’ assessment was more committed to reflective assessment criteria than that of men. Examination of the age factor in refereeing demonstrated that older referees distanced themselves from microscopic and reciprocal refereeing and showed more tendency to single-stage and intuitive refereeing. The use of reflective assessment showed that for jurors who adhered to the reflective assessment, "efficiency and performance of the plan" were more important than anything else, and “innovation” was placed next, while other jurors called it "innovation". "Design aesthetics", "graphic presentation" and "form quality and composition in architectural design" were more important.Conclusion: Assessment with reflection has been introduced as a new method in current research. By presenting a logical, step-by-step, interactive and back-and-forth form of teaching, this method has changed the assessing process from the end of the semester to the entire semester and made it as a tool for learning. The effect of this method, whose indicators were approved by the experts in this research, showed that changing the teaching method can improve learning the basic concepts among architecture students. The efficiency of this method is when the teachers change the current education process in a purposeful way which prioritizes the efficiency and performance of students' plans. This assessment method has changed from intuitive, single-step, product-oriented and independent of interaction with students towards the indicators presented in this research. The findings of the research show that this goal has been achieved in more than half of the architecture studios, but considering its positive results in improving students' learning and there is a need for more detailed planning and coherent management for this purpose.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">architectural assessing</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">architectural education</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">reflective assessment</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">learning</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">teachers</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Special aspects of education</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">S.B. Hosseini</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">F. Mozaffar</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">In</subfield><subfield code="t">Fanāvarī-i āmūzish</subfield><subfield code="d">Shahid Rajaee Teacher Training University (SRTTU), 2018</subfield><subfield code="g">17(2023), 2, Seite 343-356</subfield><subfield code="w">(DE-627)1760603996</subfield><subfield code="x">23455462</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:17</subfield><subfield code="g">year:2023</subfield><subfield code="g">number:2</subfield><subfield code="g">pages:343-356</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doi.org/10.22061/tej.2022.8587.2689</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doaj.org/article/61d4e28b31464b8595dfbecc3414e169</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://jte.sru.ac.ir/article_1846_469b583ca344b8769def72a4405fc23b.pdf</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">https://doaj.org/toc/2008-0441</subfield><subfield code="y">Journal toc</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">https://doaj.org/toc/2345-5462</subfield><subfield code="y">Journal toc</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_DOAJ</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2025</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_2031</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">17</subfield><subfield code="j">2023</subfield><subfield code="e">2</subfield><subfield code="h">343-356</subfield></datafield></record></collection>
|
| score |
7.399687 |