Reflections on studio-based learning: Assessment and critique

Purpose Since the teaching of architecture is now carried out in architectural studios with the critique session as the core of its assessment, the aim of this paper is to analyse architecture students' attitudes, satisfaction levels and experiences in terms of different critique and assessment methodologies. Design/methodology/approach The study relies on two main approaches – the literature and questionnaire survey. In addition, the study relies on the author’s personal observations in design studio teaching and as a practitioner of the method. Findings It is important to establish clear goals for design critique and assessment and to include different critique methodologies – self critique, peer critique, group critique and professional critique. All such methodologies should be undertaken in an interactive environment that facilitates communication and exchange of scholarly thoughts among students, instructors and other professionals. Practical implications The study involves the investigation of students' responses and reactions to the various critique methodologies and their underlying practices in the context of Egypt. This is based on the questionnaire survey undertaken by the author in 2016. The questionnaire is designed to generate both qualitative and quantitative data. Social implications This study aims to understand the students' perspective about their design experiences with regard to studio-based learning and its impact on their education. Originality/value While the topic of design critique about students has been studied heavily in the Western world, there is a lack of similar information in most Egyptian universities. To fill this gap, the Architecture Program at Port Said University was closely observed.