Gibbings, Peter and Brodie, Lyn (2008) Assessment strategy for an engineering problem-solving course. International Journal of Engineering Education, 24 (1 ). pp. 153-161. ISSN 0949-149X
This paper describes the operational aspects of an assessment strategy for an Engineering Problem-Based Learning (PBL) course. 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 encourages 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 competency levels, which is particularly relevant to students studying in the distance mode who may have considerable professional experience and advanced skills and competence in some areas.
By tracking progress towards the achievement of objectives, students develop an individual portfolio of achievements that can be continued throughout their study programs and professional lives.
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|Item Type:||Article (Commonwealth Reporting Category C)|
|Item Status:||Live Archive|
|Additional Information:||Deposited with permission of publisher.|
|Faculty / Department / School:||Historic - Faculty of Engineering and Surveying - Department of Surveying and Land Information|
|Date Deposited:||06 Feb 2008 04:56|
|Last Modified:||02 Dec 2015 02:43|
|Uncontrolled Keywords:||problem based learning; engineering education; higher education research|
|Fields of Research :||13 Education > 1302 Curriculum and Pedagogy > 130212 Science, Technology and Engineering Curriculum and Pedagogy
13 Education > 1303 Specialist Studies in Education > 130303 Education Assessment and Evaluation
13 Education > 1303 Specialist Studies in Education > 130309 Learning Sciences
|Socio-Economic Objective:||C Society > 93 Education and Training > 9301 Learner and Learning > 930101 Learner and Learning Achievement|
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