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By William Chauvenet

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Bristol: University of Bristol. Worthington, J. (1993) Workplace Design for the Knowledge Industries in Industriebau die Vision der Lean Company , PRAXIS report. Basel: Birkhauser. Worthington, J. (1995) Professional Futures: Continuous Learning through Research and Practice .

There are many descriptions in this book of reflection being used to improve learning, although not all writers use this term. For example Torrington (Chapter 8) has used reflective activities to develop in students the questioning skills needed to negotiate a design brief with clients. She asked students in groups to devise questions to ask clients when they met them, and to reflect on their likely effectiveness (reflection for action). Then, after their meeting with the clients the students reflected back on (reflection on action) and evaluated the success of their questioning strategies.

Other tasks might assess students’ ability to listen and learn from the perspectives of others. Still others might assess students’ ability to negotiate and develop a design with another party in the context of realistic constraints using, for example, role play. In addition, all students could be assessed on how well they contribute to a team project. Brindley, Doidge and Willmott (Chapter 11) make a number of valuable suggestions for widening the scope of the traditional review. Just as important as reviewing traditional models of assessment is the need to increase Architectural education and the profession 17 the use of self- and peer assessment in schools of architecture.

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