Portfolio Assessment and Contact-Hour Based Evaluation Improving Design Miscellany in National Board for Technical Education Accredited Schools of Architectural Technology

Authors:Chukwuemeka S.O.. Ogbuokiri, Obinna A.C., Nnabuihe. Joshua C. and Inah, Glory E. (Department of Architecture, Federal Polytechnic Nekede-Owerri, Owerri, Imo State. (sonwukwe@fpno.edu.ng: ‪+234803-763-5722‬). Department of Architecture, Federal Polytechnic Nekede-Owerri, Owerri, Imo State (cogbuokiri@fpno.edu.ng: ‪+234803-365-5720‬) Department of Architecture, Federal Polytechnic Nekede-Owerri, Owerri, Imo State. (innabuihe@fpno.edu.ng: ‪+234703-801-5600‬) Teachers Registration Council of Nigeria, Lagos. (gloryinah516@gmail.com; ‪+234903-266-1099‬))

Journal: Nigerian Journal Of Technical Education | Volume: 23 | Issue: 2 | Pages: 57 - 74

Keywords: Aquaculture, Catfish, Enterprise, fisheries, Optimum, Pond size, Production/p>

Abstract

In Architectural Education, the assessment of design courses is elaborate as it involves a collective and trinitarian strategy of the studio masters, the jurors, and the department board to assess the student's ability to interpret and proffer solutions from thought processes to built space. Unfortunately, assessment is inconsistent in the National Board for Technical Education (NBTE)--accredited schools as institutions adopt and deploy several versions of assessmen scoresheets with varying variable weightings. This connotes confusion while there subsists an unsavory attachment to students' cognitive ability to the detriment of their affective and psychomotor persuasions. This study is hinged on the fact that measurement of our diplomates performance in design courses is structurally flawed while evaluation of design miscellany is near-absent. The study was conducted in January 2022. It involved four (4) NBTE-accredited institutions that offer Architectural Technology. The methodology adopted includes structured questionnaires, structured interviews, observations, comparative analysis of scoresheets from such institutions, and archival retrieval of policy documents. Purposive sampling was utilized to administer structured questionnaires to 45 lecturers out of 63 lecturers serving in these institutions thus constituting of the entire academic staff population. Part of the objectives were to: define the limits of assessment and evaluation protocols in Architectural Education with a particular focus on design courses and determine the variables that constitute criteria for assessment of portfolios. Results revealed a near-absence of evaluation of design miscellany in Architectural Education. This was in addition to the adoption of an incompatible assessment structure of design courses in the October 2020 NBTE curriculum for Architectural The study recommended the adoption of a regularized Portfolio Assessment Sheet (PAS) and nouveau Contact-hour Based Evaluation module (ChBE) for measurement of competence in design miscellany. A review of the assessment structure of design courses in the October 2020 NBTE curriculum and appraisal of the subsisting policy on Architectural Education were also considered imperative.