Achieving consistent marking of architectural drawings between different tutors can present challenges, including reliable benchmarking of acceptable standards to ensure valid, trusted and justifiable final grades. The purpose of this project is to develop and analyse a marking approach using different tutors to assess architectural drawings, seeking to mitigate personal subjectivity and realise more reliable, convergent assessment decisions. The study explores the development of a structured approach to drawing assessment between tutors to reduce inconsistent marking and achieve more aligned results across different cohorts within Unitec’s New Zealand Diploma in Architectural Technology. A clear, structured method is envisaged, whereby tutors evaluate content and draughtsmanship on individual drawings to produce more consistent assessment decisions across cohorts taught by different staff. The methodology included document analysis of early assessment material on the relevant papers and previous course iterations. Project findings will benefit tutors across construction drawing papers, helping them generate clear, reliable and consistent assessment decisions both individually and collectively. The approach can be utilised to assess drawings at various construction stages, and demonstrates clearly to tutors and students what is being assessed and, importantly, how it is being assessed.
McGarrigle, M. (2026). Analysis of the Development of a Marking Approach for the Assessment of Architectural Drawings. Occasional and Discussion Paper 1/2026. ePress, Manukau Institute of Technology and Unitec.
https://doi.org/10.55457/ocds.114
Author: Malachy McGarrigle
ISSN: 2324-3635
Published: 08.10.2026