DIMENSIONS OF DESIGN COMPETENCE IN FIRST-STAGE ARCHITECTURE STUDENTS

Abstract

Evaluating the design skills of first-stage architecture students is crucial in determining their proficiency and growth in the field. The lack of emphasis on key dimensions of design competence for first-stage architecture students in many universities often results in students being underprepared for the next stages of their education. This article adopted the method of comparison between the final projects submitted by the students in different university to express the competence of the students in the design. The assessment encompasses various aspects of design competence, including creativity, problem-solving abilities, conceptual thinking, spatial organization, use of design principles, and presentation skills. The evaluation methodology incorporates a combination of methods such as design portfolio analysis, design process evaluation, design critiques, problem-solving tasks, and knowledge assessments. By employing this multifaceted approach, educators can gain a holistic understanding of the students' design abilities. The article emphasizes the importance of considering both the process and the final design outcomes in evaluating students' skills, acknowledging that growth and learning occur throughout the design journey. The findings from this assessment can inform targeted instructional strategies and interventions to enhance the design skills of first-stage architecture students. Ultimately, this comprehensive evaluation approach contributes to fostering the development of competent and proficient architects during their early stages of architectural education.