Özet:

Kolb [34], argues that learning in the studio begins with experience, continues with reflection, and then becomes action in reflection, becoming a concrete experience. In the studios, where the project-based learning model is adopted, students learn by sharing information with each other and with the instructors during the processes of working on their projects, presenting and receiving feedback, and from the criticisms they receive throughout the process. In design studios, the critique process serves both as a structured mechanism to provide regular feedback and as an effective evaluation tool [29]. Many traditional forms of assessment, including design project criteria, often test a limited range of skills, abilities, and knowledge and products rather than processes [8]. While a process-oriented learning is represented in the design studio, where learning by doing through projects and criticism and learning by reflection in action methods are applied, traditional studio assessments can be more result-oriented. It is the learning objectives that need to be evaluated, and therefore evaluation methods should be compatible with these objectives [8]. According to Graham [28], assessment includes summarizing the whole process and giving a grade to the student. In this context, the scope of this study is to discuss the qualities of a process-oriented assessment that contributes to learning in the design studio, where an increasing number of students participate day by day.

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