Perceived fairness in the peer assessment process: a focus on Iranian architecture students in design studio education

Abstract

Purpose

This qualitative case study explores the challenges that architecture students encounter in grasping the concept of fair PA. The study also delves into the students' viewpoints on this matter and the strategies they utilize to navigate it.

Design/methodology/approach

Around 29 architecture students took part in the PA process. Data was gathered by observing PA sessions and conducting interviews with students. The data was then analyzed using the thematic method.

Findings

The study uncovers fairness challenges from the perspective of architecture students, such as concerns regarding collusion, power dynamics within friend groups, limitations of participatory culture, and overwhelming responsibility. The study suggests that a multistage PA process can be an effective approach to addressing fairness challenges. Furthermore, it sheds light on the obstacles that architecture students face in comprehending fairness and their viewpoints and tactics regarding fairness during PA.

Practical implications

The findings indicate that increasing students' engagement in learning activities during the critique and assessment process in the DS can enhance their understanding of fairness in PA and boost their satisfaction with final course grades.

Originality/value

This study investigates the relationship between architecture students' engagement and assessment fairness, by focusing on the role of perceived fair PA within design studio settings.