The current report was commissioned by the Swedish Higher Education Authority in 2012 and delivered in 2013. It is a Self-Evaluation Report that results from a thorough process 2011-2013 to develop the Degree Programme in Architecture and Master of Science in Architecture at KTH School of Architecture. Its editor is Charlie Gullström, Head of Programme 2012-2013 and appointed process leader for the assessment of the Architecture Degree Programme. The process involved all pedagogic staff at KTH School of Architecture and was initiated as part of the EAE Education Exercise, undertaken by KTH in 2011 (Gullström, ed. 2011). The two reports document the pedagogic development and shared pedagogic vision, which in particular has sought to improve the programme as follows:
-By defining the Bachelor Level as a quality threshold for the programme as a whole. Measures were taken to ensure that basic skills are in place at this level of the programme, such as clarified examination routines, guidelines and templates for the formative assessment in design courses. In particular, improved examination routines for the Diploma Degree Project were implemented in 2013, as a result of the process.
-By articulating and refining the underlying pedagogy of the particular assessment form known as “The Crit”, a final review session which all architecture schools abide to, and which combines formative and summative assessment in a unique format.
-By articulating and refining the summative assessment criteria following CDIO pedagogy, that studio teachers and an external examination jury benefit from in the Diploma Degree Projects at Bachelor and Master level.
-By formulating a quality system for the programme as a whole, by addressing how learning outcomes at course level constructively align with the course structure of the programme.
-By articulating the Portfolio and Thesis Booklet as important pedagogic tools at the Advanced level of the programme.
-By articulating the pedagogic tools at hand for teachers: examination routines, validated critique forms, assessment criteria, studio-based teaching structure, templates for tutorial, assessment of progression, early warning signals in design course throughout the programme. Finally, a compulsory Reflection Form was introduced to conclude all courses across the programme, linked to an online anonymous course evaluation.
Stockholm: KTH Royal Institute of Technology, 2013. , 45 p.