Gibbings, Peter and Brodie, Lyn (2006) An assessment strategy for a first year engineering problem solving course. In: AaeE 2006: 17th Annual Conference of the Australasian Association for Engineering Education, 10-13 Dec 2006, Auckland, New Zealand.
This paper describes an assessment strategy for an Engineering problem-based learning course offered to first year students at the University of Southern Queensland. The assessment involves initial auditing of existing skills and competence of each student to facilitate the effective allocation of students with different levels of expertise in various discipline areas, into well balanced teams. This balance in combination with the formal assessments in the course, have been shown to encourage effective mentoring within and between teams. The formal assessment strategy includes a mix of both summative and formative assessment. The summative assessment of objectives combines team and individual assessment and is tailored to individual students’ existing skill levels. The emphasis is on advancement of skills and competence rather than simply achieving a minimum standard. This strategy provides the flexibility for equitable assessment of students with different initial skill and competence levels. This is particularly relevant to students studying in the distance mode who may have considerable professional experience and advanced skills and competence. By tracking progress towards the achievement of objectives, students develop an individual portfolio of achievements that can be continued throughout the remainder of their programs and professional lives.
|Item Type:||Conference or Workshop Item (Commonwealth Reporting Category E) (Paper)|
|Additional Information:||Authors retain copyright.|
|Uncontrolled Keywords:||Problem Based Learning, Assessment, Teams|
|Subjects:||330000 Education > 330100 Education Studies > 330109 Assessment and Evaluation|
|Depositing User:||Mr Peter Gibbings|
|Date Deposited:||11 Oct 2007 00:48|
|Last Modified:||02 Jul 2013 22:39|
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