Difference in grading parameters in architectural schools and its impact on the competency rating of future professionals

Alagbe, O. A. and Oluwatayo, A. A. and Aderonmu, P. A and Alalade, G. M (2015) Difference in grading parameters in architectural schools and its impact on the competency rating of future professionals. Frontiers ofArchitecturalResearch.

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Abstract

ArchitecturaleducationinNigeriaisdividedintoatwo-tiertrainingsystemoffourandtwoyearsfor undergraduateandpostgraduatestudy,respectively.Afterthecompletionofpostgraduatestudy,a studentisdeemedcompetenttotaketheprofessionalpracticeexamination.Successinthis examinationqualifies astudenttoberegisteredasanarchitect.Thecompetencyratingoffuture professionalsinarchitecturalschoolsinNigeriaisdeterminedthroughajurysystemofscoringbased on predeterminedgradingparameters.However,thegradingparametersadoptedbyassessing authorities(academicprofessorsandpractitioners representingtheprofessionalbody)differ.The difference inthegradingparametersemployedbythe twoapprovedassessingauthoritiesinNigeria was investigatedinthisstudy.CovenantUniversityinNigeriawasusedasacasestudy.Thegrading parameters andscoresforthe2013academicsession werecomparedtodeterminesimilaritiesand differences,whichmighthaveaffectedthecompetencyratingofstudents.Descriptivestatisticswas employed toanalyzethedataobtained.Resultsshowedasignificant differenceinscoringbythetwo authorities.Thisdifferencehadasignificantconsequenceonthecompetencyratingofstudents

Item Type:	Article
Uncontrolled Keywords:	Architectural educa- tion; Competency rating; Creative work; Jury system; Nigeria
Subjects:	N Fine Arts > NA Architecture
Divisions:	Faculty of Engineering, Science and Mathematics > School of Civil Engineering and the Environment
Depositing User:	Mrs Patricia Nwokealisi
Date Deposited:	12 Oct 2015 14:11
Last Modified:	12 Oct 2015 14:11
URI:	http://eprints.covenantuniversity.edu.ng/id/eprint/5593

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