@article{education2017561,
author={Zayed, Mohamed Anwer},
title={The Effectiveness of Peer/Self-assessment Approach in Urban Planning Studio-based Academic Education},
journal={American Journal of Educational Research},
volume={5},
number={6},
pages={588--605},
year={2017},
url={http://pubs.sciepub.com/education/5/6/1},
issn={2327-6150},
abstract={Urban planning education is an important discipline that mainly depends on problem-solving learning activities. These activities are targeted at developing student skills in the design and planning of urban areas. The traditional approach to managing the urban planning education studio sets out a unilateral role for each party. Students submit their plans and tutors evaluate them. Then, either a feedback or discussion session takes place. The efficiency of this approach is somewhat limited. It consumes time and often requires paper-based rather than oral exchange of ideas. In comparison, peer/self-assessment has proved to be a powerful learning tool, especially in developing formative skills. It helps learners to objectively review their own work and that of their colleagues. As a result, it bridges the thinking gap between students and tutors. It offers the opportunity to look at the work from another dimension. This calls for wider consideration of the application of peer/self-evaluation as a learning tool to urban planning studios and this paper explores the potential of such application. It analyzes the impact of peer/self-assessment on the development of urban planning education. An experiment was conducted with students and staff as part of the urban planning course at Cairo University. Students performed peer/self-assessment during various learning activities. Compared with their counterparts in previous semesters, this group of students achieved higher levels of quality in their deliverables.},
doi={10.12691/education-5-6-1}
publisher={Science and Education Publishing}
}