Assessment strategy for an engineering problem-solving course

• Autores: P. Gibbings, L. Brodie
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 24, no. 1, 2008, págs. 153-161
• Idioma: inglés
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• Resumen

  • The operational aspects of an assessment strategy for an Engineering Problem-Based Learning (PBL) course initially involved an audit of existing and varied student skills and competence to facilitate their effective deployment into well-balanced teams. This balance encourages effective mentoring within and between teams. The strategy included summative and formative assessment, the former being tailored to individual students' existing skill levels. Throughout, the emphasis is on advancement of skills and competence rather than simply achieving a minimum standard. The strategy provides the flexibility for equitable assessment of students with different initial skills and competency, which proves 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, students develop an individual portfolio of achievements that can be continued throughout their study programmes and professional lives.