ARB Criteria, Terminology

Terminology

The terms awareness, knowledge, understanding and ability are used in the criteria to indicate the level of achievement required in each theme and student progression through the course of study. The following guidance is given on the definition of these four terms:

Awareness	acquaintance with general concepts, topics, rules methods or procedures, without necessarily being able to paraphrase or summarise information. Students should be able to identify the limits of their awareness and be able to refer to source material for more in depth knowledge.
Knowledge	familiarity with specific information, including facts, definitions, rules, methods, process or settings, without necessarily being able to see its fullest implication or application.
Understanding	identification, assimilation and comprehension of information. Students can correctly paraphrase or summarise information and can relate it to other material, including its practical application.
Ability	skill in relating specific information to the accomplishment of tasks. Students can correctly select information that is appropriate to a situation and apply it to the solution of specific problems.

The terms academic portfolio and coherent architectural designs are also used in the criteria.

The academic portfolio is a comprehensive chronological record of a student’s design project work together with all course work, including reports, dissertations, sketch books and any other evidence of work, (with project briefs and examination papers), that have been assessed as part of the course leading to an award of Part 1, 2 or 3. The visiting board will examine the academic portfolios of a representative sample of students in order to gain a clear understanding of student achievement in each year of the course in all subjects, modules and units for each award.

Coherent architectural designs propose qualitative three-dimensional spatial configurations that are well planned and meet user and local needs. There will be progression in complexity from Part 1 to Part 2.

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