Parsons, D. (2007) Encouraging learning through external engineering assessment. Australasian Journal of Engineering Education, 13 (2). pp. 21-30. ISSN 1324-5821
Abstract
Examinations are commonly used at the end of teaching periods as major components of assessment for external engineering students because they are the only assessment mechanism which examiners can be reasonably sure are completed by students acting alone. However the literature suggests that examinations are flawed instruments of assessment for many reasons, not least because they encourage poor approaches to learning but also because they no not allow useful feedback to students. This paper reports on a trial of assignment-based assessment, details of which are sufficiently complex and diverse that they encourage individual work by students, both in course content and in other graduate attributes.
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| Item Type: | Article (Commonwealth Reporting Category C) |
|---|---|
| Refereed: | Yes |
| Item Status: | Live Archive |
| Additional Information: | Permanent restricted access to paper due to publisher copyright restrictions. |
| Faculty/School / Institute/Centre: | Historic - Faculty of Engineering and Surveying - Department of Electrical, Electronic and Computer Engineering (Up to 30 Jun 2013) |
| Faculty/School / Institute/Centre: | Historic - Faculty of Engineering and Surveying - Department of Electrical, Electronic and Computer Engineering (Up to 30 Jun 2013) |
| Date Deposited: | 09 Jan 2008 23:47 |
| Last Modified: | 02 Jul 2013 22:55 |
| Uncontrolled Keywords: | assessment; examinations; graduate attributes; student learning |
| Fields of Research (2008): | 13 Education > 1301 Education Systems > 130103 Higher Education 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 |
| Socio-Economic Objectives (2008): | C Society > 93 Education and Training > 9301 Learner and Learning > 930101 Learner and Learning Achievement |
| URI: | http://eprints.usq.edu.au/id/eprint/3646 |
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