The change in grading rules for architecture students with the arrival of new information technologies
Abstract:
The emergence of information technology (IT) has profoundly transformed assessment systems in architectural ed ucation, shifting the traditional approach toward alternative models that prioritize equity, self-regulation, and mas tery of real competencies. This article examines how approaches such as specification grading, contract grading, and mastery-based assessment are reshaping grading rules in response to an increasingly digitalized and autono mous student profile. This evolution is enhanced by tools such as BIM, 3D modeling software, and virtual collab orative environments, which allow for the assessment of creative processes, problem-solving, and critical thinking in real time. Recent studies indicate that 84% of students in active classrooms report a significant increase in their motivation and academic performance (Architecture Now, 2023). However, challenges remain: the standardization of assessment criteria and the technological gap between institutions still hinder widespread implementation. The article concludes that, in a context where creativity, adaptability, and collaboration are essential, innovation in assessment strategies is not only necessary but inevitable. Architectural education must align with the complexity of the 21st century, promoting environments that reflect both professional practice and new technological realities.
