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Students' views of assessment in project-led engineering education: Findings from a case study in Portugal
Assessment & Evaluation In Higher Education
Abstract
According to the demands of the Bologna process, new educational methods and strategies are needed in order to enhance student-centred learning. Project work is one of those approaches. This paper aims to evaluate the impact of project-led education (PLE) on students’ learning processes and outcomes, within the context of a first-year engineering programme. It explores students’ perceptions about assessment procedures and processes. Data collection was based on individual surveys at the end and the beginning of each PLE edition and through focus groups, after a period of six months. Findings are presented according to emerging themes from the data analysis, focusing mainly on students’ perspectives of learning and assessment, the role of formative and summative assessments in PLE and their impact on learning. Implications for improving assessment practices are discussed.
... In the current literature, there is generally a lack of consensus on how to assess teamwork, and rubrics have less often been used for this purpose in higher education settings (Britton et al., 2015;Delgado & Fonseca-Mora, 2010;Diefes-Dux et al., 2012;Fernandes et al., 2012;Hastie et al., 2014;Menéndez-Varela & Gregori-Giralt, 2018). For example, Britton et al., (2015) stated that teamwork is difficult for educators to quantify and that the development of team performance is hard to measure. ...
... In addition, assessors need to provide reasonable feedback on an individual student's learning process and the approaches that student utilised when solving a problem (Diefes-Dux et al., 2012;Fernandes et al., 2012;OECD, 2013). Assessment encompasses summative and formative purposes. ...
... The results are consistent with research on rubrics used to measure student performance (Chan & Ho, 2019;Fernandes et al., 2012) indicating that well-structured rubrics are valid means of providing students with performance expectations for transferable skill development. In addition, rubrics can also be used to provide timely feedback so that students can improve their team skills as a project progresses. ...
There is ongoing interest in developing rigorous and accurate assessment methods in higher education, particularly in the use of assessment rubrics and in providing more useful feedback to students rather than a simple grade. However, there has been little used of reliable assessment rubrics that provide feedback to individual students on their teamwork participation and skills, and which assist academic staff in assessing teamwork among students. This paper reports on the second phase of a study that aimed to evaluate a rubric to assess skills and processes in teamwork, and whether a rubric facilitated a better learning experience than a simple marking scheme. The second phase focused on the implementation of a revised assessment rubric designed to assist students and staff in understanding what was expected in the assessment process, and in particular the creation of efficient tools and metrics to measure both teamwork and individual performance during collaborative team design projects. Findings from two surveys of students provided the dataset for this second phase of the study. The findings demonstrate that assessment rubrics provide an important adjunct in improving students’ teamwork performance and their understanding of their learning activities. This study will also contribute to ongoing discussions on higher education assessment methods.
... As a result, appreciating how assessment plays out in students' daily lives is of great significance in optimizing the learning benefits of assessment. Several studies in engineering education have highlighted the importance and usefulness of exploring student perceptions and experiences of learning and assessment in practice [9,10]. These studies have focused on first-year engineering student experiences in project and authentic learning contexts. ...
... It requires students to appreciate the relationship between assessment and learning, understand the nature and meaning of assessment criteria, and become familiar with assessment techniques. However, it is ultimately students' perceptions of assessment that influence their approaches to learning [10]. In reality, students are often more focused on the time they need to allocate to assessment tasks [19] -and so are preoccupied with marks and passing an assessment -rather than on learning [20]. ...
... In reality, students are often more focused on the time they need to allocate to assessment tasks [19] -and so are preoccupied with marks and passing an assessment -rather than on learning [20]. It has been found in engineering contexts that assessments are central to the student response, regardless of how valuable or worthwhile students experience them to be as learning opportunities [10]. It is these types of challenges that learningoriented assessment needs to address so that assessment practices encourage student engagement and learning but, more importantly, do not drive approaches that do not lead to appropriate learning. ...
This study explores the influence of assessment on student approaches to learning through the voice of the student. The aim is to understand how assessment practices in an engineering school shape how students respond through their learning approaches and behaviors. The study is framed using a learning-oriented assessment paradigm. Focus groups were conducted with second-, third- and fourth-year engineering students. Four groups were formed using academic performance as a sampling criterion. The findings are presented using selected emergent themes and rich, narrative descriptions. A range of expected and unexpected student responses to assessment practices is highlighted. These are discussed in the context of the assessment literature to provide insight into the relationship between assessment and learning. The study confirms the importance of constructive alignment in assessment design, and includes specific findings related to tutorials, assignments, feedback, and group work. The study reveals that assessment is a powerful driver of learning, and highlights the need for a more collaborative teaching and learning environment to shift learning in a positive direction.
... Surface and deep approaches to learning were firstly characterised in 1976 by Marton and Saljo, later reflected upon by Fernandes et al. (2012) as different learning styles influenced by the forms of assessment. The authors further acknowledge the extent of its contribution to lifelong learning and development of critical thinking and problemsolving abilities. ...
... It provides knowledge of the learning process and enhances deep learning as it furnishes students with increased possibilities to learn and self-regulate. Fernandes et al. (2012) argue that deep approaches to learning relate to learning that is motivated by a desire to understand and are characterised by an enquiring and critical stance. Students attempt to make sense of the materials and experiences, constructing their understanding in a type of learning that is closely linked to formative assessment and provision for feedback and feedforward functions. ...
Traditionally, the key principle of assessment was based on the depth and intensity of the knowledge taught in class. In our modern state, the notion of assessment is more about learning and less about whether it is deep or surface learning. This could be attributed to challenges facing higher education, such as marketisation, massification, access and success. This article aims to demonstrate the significance of assessment as a pedagogical and measuring tool to promote deep learning in institutions of higher learning. It analyses how different types of assessment could contribute to deep learning while enhancing critical thinking and analytical skills. The article adopted the qualitative research approach to appraise critically and examine the literature on assessment in higher education. The sequence in which assessment tasks are presented, the pedagogical approaches adopted and measurement tools used should aim to present general non-threatening questions. The article recognises Bloom’s taxonomy as it classifies educational learning objectives in the manner that accommodates deep learning. This article suggests that assessment should be made explicit, aligned with learning outcomes that consider deep learning in terms of acquisition of knowledge, comprehension, application, analysis, synthesis and understanding of basic concepts in what is learnt. It concludes that students need to be engaged in their assessment to enable them to develop skills and dispositions that prepare them for the future as socially responsible citizens. Research needs to be conducted on the higher education challenges that compromise the quality of assessment as this could have negative effects on the development of deep learning.
... The assessment approaches employed by instructors in institutions of higher education play a significant role in the quality of teaching and learning (Fernandes, Flores, & Lima, 2012;Flores, Veiga Simão, Barros, & Pereira, 2015;Hue, Leung, & Kennedy, 2014;Pereira, Flores, & Niklasson, 2015). Thus, teaching and learning activities must be consistent with assessment approaches, by taking into consideration the learning objectives (Biggs, 2003). ...
... In our search for literature, we found out that several studies conducted on students' perception of assessment have placed much emphasis on feedback, formative assessment, summative assessment practices, and fairness of assessment (e.g., Brown & Wang, 2011;Fernandes, Flores, & Lima, 2012;Wren, Sparrow, Northcote, & Sharp, 2009). This study, takes a different turn, by examining how students perceive assessment tasks in UCC in terms of its congruence with planned learning and whether it reflects activities of the real-life world of work. ...
Assessment approaches employed by lecturers in higher education institutions play a significant role in the quality of teaching and learning. While instructors see the goals of the curriculum as basics for school assessments, learners have their own perception of assessments which shape their future learning activities. This study aimed at examining students' perception of lecturers' assessments at the University of Cape Coast. An explanatory sequential design was adopted by first selecting 830 students through a multi-stage sampling procedure and later, randomly sampled 12 students to be interviewed based on the quantitative results. A standardised questionnaire called "Students' Perception of Assessment Questionnaire" (SPAQ) was adapted and used to gather the survey data. An interview guide was employed to collect the qualitative data. Students were of the view that assessments in their institution are congruent with their learning activities. Further analysis discovered that assessments in the university, as perceived by the students, failed to reflect the activities of the world of work. Conclusions and recommendations were outlined based on the outcome of the study.
... Assessment and feedback can support students in achieving the learning objectives of engineering education courses. In particular, assessment can be used to enhance engineering students' skills and competencies on the engineering tasks while doing engineering courses (Fernandes, Flores, & Lima, 2012;MacLellan, 2001). According to Cruz, Saunders-Smits and Groen (2019), assessment and feedback activities can be premeditated to reflect how knowledge and skills are used in solving real-world engineering problems. ...
... Most of them even do not aware of how to guide students for self-assessment practices. In this regard, Fernandes, Flores, and Lima (2012) state that further research studies need to be carried out to evidently recognise engineering faculty members' perception and attitude on assessment practices. ...
‘Assessment’ and ‘feedback’ are inherently embedded in a course curriculum of engineering education settings. These components are indispensable for the teaching-learning processes. It is observed that engineering faculty members do not require any ‘teacher-training’ to join the engineering institutions across the globe. Hence, they may not have adequate experience in assessing students’ performances and providing feedback to students. Only a few research studies have been carried out on assessment and feedback from the engineering education context. Therefore, this paper attempts to critically analyse the literature pertaining to learning through different types and methods of assessment practices in the engineering education settings. Further, it examines the significance of qualitative feedback in assessment and the principles of good feedback practice. It highlights the implications of assessing student performance and providing feedback from the engineering education perspective. Finally, the paper offers some recommendations on assessment and feedback practices in the engineering education settings.
... Assessment is an important tool in education and has been a topic of discussion in much literature [47,53]. This is because of its pivotal role in determining the quantity of traits or abilities that an individual possesses [20], the effectiveness of a programme, and the quality of instruction [19]. There are different types of assessment, but in the school setting, classroom assessment is key in determining instructional effectiveness, administrative decisions, guidance programmes, placement, and promotion, among others [25,44]. ...
The current educational landscape is flooded with new technological tools, especially with the arrival of artificial intelligence, which is applicable at all levels of instructional practices. However, the application of technology in assessment in higher education has been understudied. This study focused on filling this research gap by examining the mediation effect of perceived usefulness and subjective norms on the linkage between ease of use and automated classroom assessment from a multi-dimensional perspective. Cross-sectional survey data were collected from 5401 academic staff who responded to both physical and electronic copies of the instrument. The study instrument psychometric properties were established using exploratory and confirmatory factor analysis and covariance structural equation model was used to test the hypothesis. The findings of the study revealed that ease of use, perceived usefulness, and subjective norms have a significant direct effect on the use of automated classroom assessment. The mediation of perceived usefulness and subjective norms in the linkage between ease of use and automated assessment was significant. The implications of the findings were discussed in the study.
... Building on this foundational research, more recent studies have provided empirical evidence of the profound impact of assessment on students' learning strategies. Researchers such as [57], [46], [60] and [15] have contributed to our understanding of the complex relationship between assessment practices and student learning outcomes. The collective literature underlines the urgent need for educators and curriculum designers to reassess their assessment strategies. ...
Evaluating and assessing university students' knowledge and skills is a complex process and for many professors it is the most challenging aspect of their job. Mathematics curricula highlight the learning outcomes and competencies that students will acquire at the end of an educational cycle, which should guide professors in designing assessments of students' knowledge and skills. When designing assessments , consideration should be given to the objectives of the assessment-what is to be assessed or measured. In addition, questions and tasks should be relevant, varied in form, varied in difficulty, clear and understandable, without double meaning or confusion , with clear and precise instructions. Any test should be reliable and valid. The scoring of the results and their interpretation should be clear. Combining the above will ensure that the test is of high quality and measures what needs to be assessed. Teachers should ask themselves what exactly the tasks and questions they use in exams are measuring. Are they using tests and are they made up of questions and tasks that meet all the criteria for a test? Do these tests, questionnaires and sets of objective tasks provide answers about the results obtained? The aim of this paper is to provide an overview of recent research on the assessment of mathematics students' knowledge and skills with a particular focus on the assessment of student performance in proving mathematical statements, and e-assessment in mathematics at university level.
... Mesquita et al. (2018) recommend that regardless of the typology under consideration, the adoption of PBL necessitates a reevaluation of the content to be covered, modes of teacher collaboration, the establishment of pedagogical environments, strategies for student support, and, notably, the assessment process. This aspect has been the focus of numerous studies owing to the intricate challenges it presents (Fernandes et al. 2012;Lima et al. 2015). Also, in line with the gold standard of PBL introduced by Larmer et al. (2015), it is of the utmost importance to assess student learning throughout the entire process. ...
This study investigates the application of project-based learning (PBL) in higher education design courses, focusing on its effectiveness through two distinct case studies involving brand design projects. The research was conducted at a private higher institution (PrHI) and a public higher institution (PuHI), each employing PBL in different contexts and durations. The findings indicate that PBL significantly enhances student engagement, motivation, and practical skills by involving students in real-world design problems. At the PrHI, the project spanned two and a half months, allowing for individual in-depth exploration, while at the PuHI, a shorter one-month project emphasized group collaboration and rapid iteration. The teachers played a crucial role as facilitators, providing guidance and feedback, while external partners enriched the learning experience with professional insights. Despite the challenges, such as resource-intensive support and the complexity of aligning academic assessments, PBL proved to be a versatile and effective teaching strategy. Furthermore, it provides a structured methodology involving five steps: (1) getting an idea, (2) designing the project, (3) detailing the project, (4) doing the project, and (5) showcasing the project. The study underscores the adaptability of PBL and its potential to bridge the gap between academia and professional practice, advocating for its broader implementation in design education.
... Over the years, there has been a growing recognition of student-centred approaches in every level of education in a different range of subjects as a new approach to improving student motivation, autonomy and achievement (Fernandes et al., 2012;Moulding 2010;Struyven et al., 2010). The student-centred approach is self-directed and active involvement in the learning process, rather than the passive learning style of the traditional teacher-centred model (Maher, 2004;Kim & Davies, 2014). ...
Background: This study explores a youthbased initiative effort, offering a student-centred approach and an experiential learning strategy to develop critical thinking abilities and practical-based
education among youths. It investigates the role that
a student-centred approach and experiential learning
strategies can play in the development of learners in
the 21st century.
Purpose: This study aims to explore and analyse the role education can play in the development
of learners in the twenty-first century by examining
the role of student-centred and experiential learning
approaches among students through the lens of Vygotsky’s theory of social constructivism (1978), which
explains how knowledge is constructed through social
interaction.
Design/Methodology/Approach: A qualitative approach was used to generate data through
semi-structured interviews with the alumni scholars
(alumni students) of the youth-based initiative Oyo
State, Southwestern, Nigeria.
Findings: The findings reveal that student-centred approaches and experiential learning are
effective, equip students with 21st-century skills, and
the best learning experience, and prepare them for the
labour market.
Conclusion: The study was conducted based
on the project of youth-based initiative in the southwestern region of Nigeria; therefore, findings may not
be generalised to other regions in the country. However, the result from the project can be replicated and have positive implications all over the country.
... These languages should be conveyed to students with caution because such languages may make students internalise a self-concept and self-image tantamount to failure. Regarding summative assessment, there is significant evidence that students seem to show disappointment with the grades they achieved due to the feeling of disempowerment by the assessment system which did not value or reward their efforts (Fernandes et al., 2012). Therefore, we often hear students who pass saying, the teacher ''gave me 80 %-I passed! ...
... Rather, other assessment mechanisms should be considered [13]. ...
... their advantages and disadvantages, the assessment should be learning-oriented and support the learning process (Baleni, 2015;Bin Mubayrik, 2020). Student monitoring, improving learning, and performance increment are the fundamental dimensions of the assessment process (Fernandes et al., 2012;Gikandi et al., 2011). The assessment design process must be integrated into the instructional design process to ensure the students' well-being, as well as for the smooth and successful continuation of the overall process (Slack & Priestley, 2022). ...
One of the biggest challenges for online learning is upholding academic integrity in online assessments. In particular, institutions and faculties attach importance to exam security and academic dishonesty in the online learning process. The aim of this study was to compare the test-taking behaviors and academic achievements of students in proctored and unproctored online exam environments. The log records of students in proctored and unproctored online exam environments were compared using visualization and log analysis methods. The results showed that while a significant difference was found between time spent on the first question on the exam, total time spent on the exam, and the mean and median times spent on each question, there was no significant difference between the exam scores of students in proctored and unproctored groups. In other words, it has been observed that reliable exams can be conducted without the need for proctoring through an appropriate assessment design (e.g., using multiple low-stake formative exams instead of a single high-stake summative exam). The results will guide instructors in designing assessments for their online courses. It is also expected to help researchers in how exam logs can be analyzed and in extracting insights regarding students' exam-taking behaviors from the logs.
... In recent years, the use of problem-based learning has become very common in engineering education curricula. For example, at the University of Minho (Portugal) a multidisciplinary system was implemented in the first year of the Master of Engineering and Industrial Management curriculum [13], [14]. At the University of Brasilia (Brazil), the PBL methodology is used in the final year of the master's degree in chemical engineering [15] and at the University of Seville it has been used for the design and development of a pilot plant project [1]. ...
The transformation of university teaching towards a competency acquisition approach requires an update of teaching methodologies. In the case of laboratory practices, the application of the Problem-Based Teaching methodology encourages students to apply their knowledge to solve problems based on real situations, as well as efficient communication in a work environment. This paper presents the results obtained by applying this alternative teaching methodology to a laboratory practice in the last year of the Degree in Industrial Chemical Engineering at the University of La Laguna. The results confirm a greater theoretical understanding of the concepts and the ability to apply them in practice, with a notable increase in motivation and interest in their learning process.
... It should be emphasised that there is also a huge challenge in matching the primary and higher education system, which is also revealed in the research agenda on the social consequences of Revolution 4.0. An interesting point when it comes to education is that some of the scientists describing this issue focus on technical and engineering education [Fernandes et al. 2012] ("engineering education" -5, "emerging engineering education" -3). ...
Powstanie niniejszej monografii jest dowodem na rosnące znaczenie narzędzi analitycznych w rozwiązywaniu problemów z zakresu nauk ekonomicznych. Przedstawiono w niej wybrane zastosowania tych narzędzi w modelowaniu różnego typu zagadnień z obszaru ekonomii, finansów i zarządzania. Jest ona owocem X edycji konferencji Narzędzia Analityczne w Naukach Ekonomicznych. Autorami rozdziałów są studenci, doktoranci, bądź młodzi pracownicy naukowi - zob. spis treści w tekście. Osoba wpisana jako autor pełni rolę redaktora naukowego monografii i jest autorem jedynie wstępu oraz tekstu na tylnej okładce.
... As Rowntree (1987, p. 1) described, "if we wish to discover the truth about an educational system, we must first look to its assessment procedures." Other more recent studies provide empirical evidence for the effects of assessment on student learning strategies, for example, Tang (1994), Scouller (1998), van der Watering et al. (2008), and Fernandes et al. (2012). ...
This case study examined the current assessment practices in the math school of a large research university in the United States. After reviewing a sample of course syllabi offered in the spring 2021 semester, we descriptively summarized the use of 19 assessment methods in the school and examined the assessment patterns by subjects, grade levels, and class size. Our study found that traditional homework and written tests were the most frequently used assessments in the school, while the use of learner-centered assessments was rare. Among the 19 assessment methods, we found significantly different usage of quizzes, participation scores, and projects by various course characteristics. Our case study demonstrates the gap between the recommended and actual assessment practice in U.S. higher education. We call for more future research that explores strategies to effect changes and increase the use of learner-centered assessment in higher education institutions.
... Some of the potential risks, that are listed in (Tennant & Crawford, 2019), include the reaction of colleagues and external examiners, demands of time, its robustness, and reliability. Students themselves tends to feel confident in traditional summative assessment methods as unequivocally valid assessment mechanisms (Fernandes et al., 2012), considering summative assessment is in the centre of their concerns and as one of the most important results of their learning process. ...
Given the need to use competency assessment systems, a complex problem arises, especially when applying a metric to transversal competencies is intended. In this context, it is possible to use, among other tools, self and peer assessment, so that the first-person perspective of the students is considered among the criteria to quantify aspects that are difficult to measure. Even though it may seem interesting, this strategy is not riskless, at least this is deduced when talking about this topic with some colleagues. It is intended to address a reflection on the advantages of self and peer assessment within engineering assessment, but also analysing the risks involved (lack of maturity, assigning too high grades...). This feeling of risky activity is presented as especially dangerous when it has to be used by teachers who are reluctant to its use. Analysis of collected assessment data and questionnaires addressed to both teachers and students will provide an insight to their opinion about these assessment methods.
... Thus, exposing a certain situation or posing a certain problem in a real case allows for the application of what has been learned. The proposed methodology has been applied in various branches of engineering studies: engineering mathematics [34], chemical engineering [35], mechanical engineering [36,37]; civil engineering [38], industrial engineering [39], and software engineering [40]. Thus, exposure to a certain situation or posing a problem in a real case allows for the application of what has been learned. ...
The inclusion of training in the Sustainable Development Goals (SDGs) in higher education is essential to achieve them. In addition, labor market reintegration or improvement of older workers is a goal that an increasing number of people have set for themselves, especially in countries severely affected by crises. The union of these two premises has given rise to the application of a methodology in a master’s degree in engineering. This manuscript makes a double contribution: on the one hand, it presents the methodology with its application through a practical case; on the other hand, it covers how students perceive the application of non-traditional training techniques. The methodology is based on student-centered learning, using case-based teaching and inquiry-based learning. The students’ perception of this change in training was evaluated through a qualitative methodological approach for five consecutive years and through two types of surveys carried out each year, one of which involves comparison with traditional training methodologies. The results of the surveys show the favorable acceptance of this form of teaching, surpassing the results of traditional teaching methods by more than 25%. As a practical implication, this research identifies new ways of teaching complex subjects that facilitate training in SDGs and the subsequent labor market reintegration of older people.
... Adopted assessment practices have an important role in the quality of learning (Atkins 1995;Fernandes, Flores, and Lima 2012;Flores et al. 2014) and influence the ways in which students perceive learning (Brown and Knight, 1994;Drew, 2001). The influence of assessment on learning, either negatively or positively, might be seen as an incentive for study and improved performance (Watering, Gijbels and Dochy, 2008;Biggs, 2003;Brown and Knight, 1994;Brown, Bull and Pendlebury, 1997;Boud and Falchikov, 2007). ...
This study determined the correlation of teaching behavior and instructional competence of public elementary school teachers in the District of Talisayan, Division of Misamis Oriental during the school year 2020-2021. It focused on the different areas of teaching behavior namely: instructional, socio-emotional, and organizational. Instructional competence focused on different domains such as: mastery of the subject matter, teachings skills, classroom management, and evaluation skills. The relationship of the abovementioned dimensions were also determined as to the public school teachers’ teaching performance. This study used the descriptive correlational method of research and data were analyzed using mean, standard deviation, and Pearson-r moment correlation. The participants of the study were the 89 randomly chosen public school teachers of Talisayan District. The research instrument used to conduct the study on the aspect of teaching behavior was adopted from Connor et al. (2009); while the instructional competence facet was adopted from Barnuevo et al. (2012). Generally, the public elementary school teachers Always exhibit all the dimensions of teaching behaviors. Further, their level of instructional competence is very high. In general, there was a significant relationship between the teaching behavior and instructional competence of the teachers. However, among the dimensions, it was specifically revealed that there was a high significant relationship between organizational teaching behavior and evaluation skills.
... A escolha desta abordagem baseia-se também no facto de esta promover uma aprendizagem independente junto dos alunos (Bell, 2010), fomentar a personalização e o melhoramento de competências de apresentação de informação, de trabalho em equipa, de comunicação, de pensamento crítico (Tamim & Grant, 2013), e de tomada de decisão (Efstratia, 2014). Para além da cobertura internacional, em inúmeros artigos científicos internacionais, nomeadamente nos citados ao longo deste artigo, existe a nível nacional um número significativo de estudos que descrevem e refletem sobre a implementação do paradigma de PBL e os benefícios e desafios a ele associados, no contexto das universidades portuguesas (Alves, et al., 2016;Fernandes, Abelha, & Albuquerque, 2018;Fernandes, Flores, & Lima, 2012;Lima, et al., 2017;Oliveira, 2011). ...
... Researchers like Taras (2005) and Yorke (2007) believe that assessments in the higher education context are designed to be both formative and summative. Broadly, assessment refers to the continuous and systematic process of measuring, monitoring, and improving the quality of learning (Fernandes, Flores, & Lima, 2012;Parker, Fleming, Beyerlein, Apple, & Krumsieg, 2001;Yambi, 2018). The same researchers held that assessment assists in measuring the degree of objectives' attainment. ...
The current paper attempts to afford an evidence-based background on the prevalence, benefits, cons, challenges, and importance of online student assessment at higher educational level. This study is significant as it would assist teachers when applying online assessment. The COVID-19 pandemic compelled almost most universities and higher institutions to suddenly adopt online learning and assessment. In this spectrum, this research paper tries to answer the following question: to what extent the application of the appropriate online assessment is challenging in higher educational institutions? The central set hypothesis states that adopting the practical online assessment meets several challenges that hinder its application in higher educational institutions; however, they do not make its use impossible. To gain empirical data, an emailed questionnaire was sent to the sample. The sample of this research comprises 183 higher education teachers from Algeria. They belong to different faculties and departments. Their selection was based on cluster sampling techniques. The obtained results were treated using the statistical package for social sciences SPSS. The findings prove the existence of some hindrances that harden the application of the online assessment. Also, teachers reveal that they adopted several online assessing techniques and both formative and summative assessments. Ultimately, teachers recommend the organization of courses to improve their use of the online assessment in general. Besides, teachers highly approve of using anti-plagiarism detectors to ensure academic integrity and limit learners’ potential misconduct in online assessment.
... The details of the OCEAN model have been presented in great detail and how it has emerged as the taxonomic model for psychology study is discussed [17]. Further, the student's view has been analyzed for the project assessment in engineering education, and a case study in Portugal has been discussed [10]. In Reference [6], the OCEAN model is reported in an engineering education, which states the importance of the introduction of the OCEAN model to engineering students. ...
In an engineering study, the project/knowledge application module has a great weightage where students get an opportunity for the application of knowledge. Project evaluation consists of the following phases: documentation, presentation, teamwork, and leadership. This study has used the entire duration of the project assessment process for the evaluation of personality changes along with the academic assessment for the duration of 2 years. The intervention used for the evaluation is strongly correlated with five factors (openness, conscientiousness, extraversion, agreeableness, and neuroticism) of the OCEAN model. Statistical and descriptive tests are used for the assessment of the relationship of interventions on academic performance, personality development, and placement activity with 95% confidence. The survey has been conducted at the end of 2 years to validate the obtained results on the basis of interventions. From the results, it has been found that students can actually work upon personality enhancement till the 7th semester whereas the improvement in learning and analytical skills is a continuous process and the students in the 8th semester have shown significant variation in these two assessed parameters. Thus, the proposed intervention approach is an appropriate tool, which helps students to improve their personality at five factors of the OCEAN model results in 360° enhancement in the personality along with academic performance.
... The most controversial issues raised by students are related to student assessment, including the peer assessment mechanism and content of the project written test. This is not new to the coordination team, nor to the findings from the overall evaluation of the PBL editions collected since its start, back in 2009_2010, where student assessment was already identified as a main issue of discussion [41], [44], [45]. Despite the actions put into practice to improve the assessment model, with several changes introduced in the assessment moments, components, weights, participants in the assessment process, etc., there is no solution one fits all. ...
Project-Based Learning (PBL) is an active student-centered learning methodology. Several schools (of varying degrees of education) have implemented, in different ways, PBL, having as common strands that the student learns in teams, and being challenged in the context of a case-scenario. In Portugal, a PBL methodology has been implemented, in the first year of an Industrial Engineering and Management (IEM) program, for more than 15 years. This represents a total number above 700 students of IEM enrolled in PBL during the reported timeframe. A continuous improvement process of the PBL activities was relentlessly pursued during such period. Grounded on end-of-term on-line PBL process satisfaction questionnaires, as well as on results of each PBL edition final workshops, this paper studies and reports on a number of such achievements and shortcomings. Thus, this paper presents the analysis of the results of ten academic years of PBL evaluation process, grounded on the compiled results obtained from 2009/10 to 2019/20. Also, a synthesis of the effective findings (either positive or negative), systematically pointed out by the students, will be presented. Altogether, the PBL implementation in the IEM program has been very positive for students and teachers and worth for others to follow.
... They act like 'the actor' and accommodates any resources to motivate and give challenges to students (Ivanov, 2014). Lecturers' capacity attempt to accommodate students' learning maturation (Sumekto & Setyawati, 2020) and to encourage their cognitive acceleration, inclination, and open-mindedness (Sumekto, 2017), besides undertaking a pedagogical paradigm in recent years to stimulate students' impetus, attainment, and self-determination (Fernandes, Flores, & Lima, 2012;McCabe & O'Connor, 2014). ...
This study aims at assessing four determinants of lecturers’ classroom management practices, in which 215 or 18.69% respondents participated in this study. Data analyses used descriptive statistics, Pearson correlations and regression analysis with the significance level of .05. The results showed that the conduciveness (t = 2.992; p = .003), diversity acceptance (t = 3.243; p = .001), disciplines engagement (t = 3.968; p = .000), and corrective decision (t = 3.045; p = .003) partially contributed positive and significant influence towards lecturers’ 28.8% teaching performance, where F = 21.209; R² = .288; p < .000. The analysis discloses two-tailed regression with Y = 12.660 + .225X1 + .175X2 + .237X3 + .142X4.
... Teaching within higher education has experienced a pedagogical shift in recent years, with new approaches to enhance student motivation, autonomy and achievement (Fernandes, Flores, and Lima, 2012). Student centered learning is a pedagogical approach that takes learning pace among students, and the differences between their learning styles, their interests, skills and needs into consideration. ...
... Teaching within higher education has experienced a pedagogical shift in recent years, with new approaches to enhance student motivation, autonomy and achievement (Fernandes, Flores, and Lima, 2012). Student centered learning is a pedagogical approach that takes learning pace among students, and the differences between their learning styles, their interests, skills and needs into consideration. ...
Contemporary higher education institutions place students at the centre of their thinking and emphasize on student centered approaches to help learners construct knowledge during their learning paths in higher education. The study was guided by Bloom's taxonomy in designing learning outcomes, incorporating engaging learning activities and assessing learning outcomes. Bloom's Taxonomy of Educational Objectives provides a hierarchical classification system that classifies thinking abilities from basic information acquisition to more complex processes. The purpose of this study was to examine the effects of using the hierarchical instructional set of cognitive processes deline-ated in Bloom's taxonomy for boosting learners' vocabulary competency in English language learning, in higher education. The sample for this study consisted of 39 students (nine males and thirty females) who were studying course entitled English for Business in Department of English Language & Literature, College of Arts, during the academic year 2018-19 at University of Bahrain. The course aims to enhance learners' language skills to enable them to communicate constructively in various business contexts. The results revealed that Bloom's learning approach was successful in augmenting learners 'retention and transfer of productive and receptive vocabulary in language learning and conducive for promoting proficiency in English vocabulary knowledge.
... 39, No. 1 • Spring 2020 learning must continue (Krzykowski & Kinser, 2014). Additionally, earlier empirical research has documented the importance of assessment as part of the teaching and learning process and its key influence on student learning (Fernandes et al., 2012;Struyven et al., 2005;Webber, 2012). As the demand for assessment literacy among postsecondary instructors increases, there is a greater need to understand how new faculty members develop their competency in using effective and contemporary classroom assessments within their instructional practice. ...
... To summarize, assessment is defined as a continuous process to measure, monitor, and improve learning, degree of achievements, outcomes, and decide how much objectives are accomplished (Fernandes et al., 2012;Parker et al., 2001;Yambi, 2018). On the contrary, evaluation validates and judge the performance or outcome quality degree and level for decision making (Baehr, 2005). ...
The aim of this article was to review the different evaluation approaches for adult learners and the effect on promoting the quality of teaching and learning. This study aimed to identify new trends in adult education formative-summative evaluations. Data were collected from multiple peer-reviewed sources in a comprehensive literature review covering the period from January 2014 to March 2019. A total of 22 peer-reviewed studies were included in this study. Results were systematically analyzed to answer three questions as follows: what are the new trends in the summative and formative evaluations of adult learners? What are the new trends in the summative and formative evaluations of adult learners engaged in distance learning? And what are the outcomes/drawbacks in the summative and formative evaluations of adult learners? An analysis of the existing literature indicated that those who instruct adults must use a wide variety of pre- and post-assessment tools to match students’ differences with their needs. It also highlighted the importance of “assessment for learning” rather than “assessment of learning” and “learning-oriented assessment” (LOA) for lifelong learning, thus preparing adult learners for future responsibilities and decision making. It also indicated the importance of reflection and immediate feedback for the adult learner. Assessment of mental phenomena such as creativity should have defined terms. The findings of this article supported the argument for more attention to be paid to new trends in evaluations used in adult education. One important result of this kind of evaluation is its facilitation of self-confidence within the adult learning setting.
... As noted, economic commoditization, academization, and fiscal restraint and entrenchment have predominantly shaped teacher education in the Western world (Davey 2013). While teachers internationally are understood to be keys to national prosperity, how they are best prepared remains in limbo, with some of England's universities ceding responsibility for teacher education to the schools (McNamara et al. 2014), Europe abiding by the Bologna Agreement (Fernandes et al. 2012) and the USA and Australia, among other countries, devolving into "what the market will bear" (Ravitch 2016). ...
This chapter broadly traces the theoretical roots of the Self-Study of Teaching and
Teacher Education Practices (S-STEP) group, a Special Interest Group (SIG)
established in 1993 as part of the American Educational Research Association
(AERA). Beginning with the perennial problem of the theory-practice split in the
field of teaching and teacher education, a condensed version of the history of
teacher education situates ongoing issues in context. Deep roots of self-study
research are elucidated and Fenstermacher’s (The knower and the known: the
nature of knowledge in research on teaching. In: Darling-Hammond L (ed)
Review of research in education, vol 20. American Educational Research Association,
Washington, DC, pp 3–56, 1994) review chapter of practical knowledge is used to capture the theoretical lines of S-STEP’s initial and ongoing membership.
The work chronicles the paradigmatic changes that have shaped the field of
teaching and teacher education and brought S-STEP to its current state of being.
The chapter closes with a theoretical perspective of S-STEP’s contemporary
literature, anticipated issues on the horizon, and possible pathways to the future.
... The developed reference model addresses the complete life cycle view, from idea generation to end of life, the "Mini-Project" focuses mainly on four phases (see dotted box in Fig. 1): (i) Project planning, (ii) Informational design, (iii) Conceptual design, and (iv) Detailed design, which conducts to a functional prototype construction [14]. This delineation is needed, since actual production preparation activities such as, tooling fabrication and factory layout modification in addition to a real product launch are not possible to be conducted considering the miniproject timeframe and scope [15]. ...
... The teacher should use multidirectional techniques of finding the solution for a problem to enhance the good thinking skill of the students. Also, if the teacher always give complete solution for the problem then students will not take ownership for finding out the solution (Fernandes et al., 2012). The teacher should develop the skill of observing the things and ask questions for it in various manner. ...
... As noted, economic commoditization, academization, and fiscal restraint and entrenchment have predominantly shaped teacher education in the Western world (Davey 2013). While teachers internationally are understood to be keys to national prosperity, how they are best prepared remains in limbo, with some of England's universities ceding responsibility for teacher education to the schools (McNamara et al. 2014), Europe abiding by the Bologna Agreement (Fernandes et al. 2012) and the USA and Australia, among other countries, devolving into "what the market will bear" (Ravitch 2016). ...
This chapter broadly traces the theoretical roots of the Self-Study of Teaching and
Teacher Education Practices (S-STEP) group, a Special Interest Group (SIG)
established in 1993 as part of the American Educational Research Association
(AERA). Beginning with the perennial problem of the theory-practice split in the
field of teaching and teacher education, a condensed version of the history of
teacher education situates ongoing issues in context. Deep roots of self-study
research are elucidated and Fenstermacher’s (The knower and the known: the nature of knowledge in research on teaching. In: Darling-Hammond L (ed)
Review of research in education, vol 20. American Educational Research Association,
Washington, DC, pp 3–56, 1994) review chapter of practical knowledge is used to capture the theoretical lines of S-STEP’s initial and ongoing membership.
The work chronicles the paradigmatic changes that have shaped the field of
teaching and teacher education and brought S-STEP to its current state of being.
The chapter closes with a theoretical perspective of S-STEP’s contemporary
literature, anticipated issues on the horizon, and possible pathways to the future.
... Teaching has undergone a pedagogical shift, with educators now focusing on improving student motivation through autonomy and active learning (Fernandes et al., 2012). There has been a gradual move away from traditional forms of teaching and learning, where knowledge is transmitted by the teacher and acquired by the learner, to more self-directed student-led approaches (Ashworth et al, 2004). ...
This paper introduces an innovative project in teacher education, designed to enhance student teachers’ engagement with educational research methods by creating in a peer-learning network. The Student Teacher Educational Research (STER) project was established by the author in partnership with a group of student volunteers in 2017. The project focused on creating new forums for student teacher research dissemination that encouraged and promoted collaboration among student teachers during initial teacher education. Responding to Irish Higher Education policy (2016), the project positioned student teachers as partners and co-creators in the management of STER and created a peer-learning network which enhanced the learning and engagement of all participants. STER was piloted with a cohort of student teachers in one Faculty of Education in Ireland. All participants were undertaking a research project as part of their programme of study. This research presents the findings of the evaluation
of that pilot year, incorporating qualitative and quantitative data from
twenty-seven students.
Contribution: This study aimed to improve understanding of context-based affordances and barriers to adoption of evidence-based instructional practices (EBIPs) among faculty in electrical and computer engineering (ECE). Context-based influences, including motives, constraints, and feedback mechanisms impacting EBIP adoption across six ECE faculty participants were documented using qualitative analysis. Background: Recent engineering education literature notes that the adoption of EBIPs by engineering faculty is lagging despite increased faculty awareness of EBIPs, belief in their effectiveness, and interest in integrating them. While researchers continue to investigate barriers to faculty adoption of EBIPs in science, technology, engineering, and mathematics education settings, few studies have dedicated examinations within a specific disciplinary context, particularly among ECE faculty members. Research Question: What context-based barriers and affordances influence adoption of EBIPs by ECE faculty members? Methodology: This study qualitatively analyzed data from in-depth interviews with six ECE faculty members from engineering programs throughout the United States. The study applied an iterative combination of case study and thematic analysis techniques to identify context-relevant and unique factors relevant to each individual participant and synthesize the process of decision making when incorporating EBIPs using a systems perspective. Findings: Overall, the approach identified drivers, constraints, and feedback mechanisms in regard to four emergent categories of EBIP adoption cases: 1) no use; 2) discontinued use; 3) in development; and 4) continued use. The study reports examples of context-based influences among the six participants in relation to their level of EBIP adoption, highlighting the substantial variation in faculty experiences with incorporating EBIPs.
The digital transformation of English for academic purposes (EAP) settings has gained momentum as a result of innovations in educational technology. Both face-to-face and remote instruction witnessed the use of various online tools to support language learning. Based on recent research findings, this chapter discusses specific ways online formative assessment could and should be used when engaging students in critical discussion of the reading content, checking their reading comprehension and vocabulary acquisition, facilitating the peer assessment process for writing, and providing teacher feedback. It is concluded with a critical discussion of the most pertinent challenges researchers and practitioners are likely to encounter, including, but not limited to, monitoring and managing peer interactions and ensuring progress-oriented peer feedback, and creating formative assessments that go beyond prompting learners to select an instructor-written choice statement in multiple-choice quizzes towards involving critical thinking.
Student assessment has become, over the past years, an important and complex issue about higher education pedagogy. This paper aims to present a systematic review of empirical studies (Master and PhD thesis), carried out in Portuguese public universities, focused on the topic of student assessment in higher education, from the year 2010 to 2020. The research methodology followed a qualitative approach, using e PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) model to develop the systematic review. Findings show a trend of change in the assessment practices of students in higher education, whose direction points to an increase of formative assessment centered on students. A strong trend of innovation in assessment practices with the use of technologies also emerges from the studies.
Although testing is used mainly for assessing student learning, a new teaching strategy called concept-point recovery (CPR) makes testing a learning opportunity for engineering students to review errors and misconceptions. CPR allows students to regain points by reviewing wrong answers and explaining the solution process to the instructor to demonstrate understanding. The aim of this study is to explore students’ perspectives on which aspects of CPR influence their learning experience using self-determination theory (SDT). Four categories were uncovered from the thematic analysis of eleven participants’ interview data: (a) CPR as a tool to gain in-depth understanding; (b) autonomy in a supportive learning environment; (c) a less stressful test-taking environment; and (d) the importance of the instructor’s role. The findings from this study support the literature and suggest that actively engaging engineering students in CPR encouraged them to regulate motivation and strive to learn difficult material.
Purpose
This research article aims to prioritize the risks associated with the implementation of the project-based learning (PBL) concept in engineering institutions and develop possible strategies for risk management.
Design/methodology/approach
In this research article, various risks associated with the implementation of the PBL concept in engineering institutions are discovered by taking inputs from academicians and performing a literature survey of peer-reviewed journal articles. Then, identified risks are prioritized by using the Technique for Order Preference by Similarity to the Ideal Solution (TOPSIS) method. Finally, the risk mitigation strategies are developed.
Findings
From the literature survey, 11 risks associated with the implementation of the PBL concept are identified. The TOPSIS method resulted in group dynamics risk and faculty training risk as the top two risks in the implementation of the PBL concept, whereas anxiety risk and poor prior learning experience risk are relatively low-ranked risks.
Research limitations/implications
The outcome of the research is based on the responses received through questionnaires. There are other methods also available for risk analysis, which are beyond this study.
Practical implications
The outcome of this research work will help the implementer of the PBL concept to effectively deal with the risks involved in implementing the PBL concept in engineering institutions by adopting strategies.
Originality/value
This research paper gives an idea about risks associated with the PBL implementation in engineering institutions. Also, this paper uses TOPSIS method for ranking of identified risks.
Teaching and learning Discrete Event Simulation (DES) at universities within the context of undergraduate studies in industrial and engineering management is not thoroughly covered in the literature. In fact, most strategies tend to solely address commercial tools, resulting on too much focus on syntax, semantics and getting used to the interface of a particular tool, rather than on simulation fundamental concepts. In the light of this, this paper proposes a tool, which allows students and professors to use Activity Cycle Diagrams (ACDs) to model systems with a comprehensive approach, focusing on the fundamental elements of simulation, allowing thereafter the corresponding simulation code to be extracted and experiments to be conducted. The tool is described and its applicability is demonstrated in some example cases. The effort needed to develop ACDs requires a complete understanding of the real system and simultaneously favours a full comprehension of the simulation fundamental elements, hence portraying an adequate teaching and learning strategy to be pondered.
Purpose
This paper aims to identify and model the key barriers to implementation of project-based learning (PjBL) in higher educational institution.
Design/methodology/approach
Using the interpretive structural modelling (ISM) technique, the study has developed a hierarchical-based model, depicting the mutual relationships amongst the key barriers to implementation of PjBL. Additionally, the paper has performed Matrice d’ Impacts Croises Multiplication Appliqué an Classement (MICMAC) analysis to categorize the barriers in terms of their driving and dependence power.
Findings
The study has identified the key barriers to implementation of PjBL and presented an integrated model using ISM. Higher educational institutions need to pay attention to diagnose and overcome these hindrances for effective implementation of PjBL in their programmes.
Research limitations/implications
The study adopts a systematic way to model the relevant barriers to implementation of PjBL. The ISM-based model would help higher education institutions to prioritize the issues as the barriers are hierarchically structured. As the input to model development is based on the experts’ opinions, it may be biased, influencing the final output of the structural model.
Originality/value
The presentation of PjBL implementation barriers in the form of an ISM-based model is a new effort. The model would be useful to understand the barriers and overcome these for the successful implementation of PjBL in higher educational institutions.
Purpose
The objective of the paper is to identify and model the relevant enablers related to the issue of adoption and implementation of project-based learning (PjBL) in higher educational institutions.
Design/methodology/approach
The present study has developed an integrated model using interpretive structural modeling (ISM) and the Fuzzy Matrice d' Impacts Croises Multiplication Appliqué an Classement (FMICMAC) approach, which helps to identify and classify the important enablers and reveal the direct and indirect effects of each enabler on the PjBL implementation in higher educational institutions.
Findings
The paper has identified the key enablers and presented an integrated model using ISM and FMICMAC. The result shows that there exists a group of enablers having a high driving power and low dependence requiring maximum attention and strategic importance, while another group consists of those enablers that have high dependence and are the resultant actions.
Research limitations/implications
The study proposes a scientific way to model the relevant enablers to implementation of PjBL. This would help higher educational institutions to prioritize the enablers as these are hierarchically structured. The model is based on the experts' opinions, which may be biased, influencing the final output of the structural model.
Originality/value
Enablers are building blocks for the adoption of PjBL. The study presents an integrated model using ISM and FMICMAC to identify and categorize various key enablers of PjBL adoption in higher education institutions. The results will help higher educational institutions to focus on the right enablers for the successful implementation of PjBL in their programs.
Recently, there has been a growing tendency to substitute or supplement teacher-centered strategies for others student-centered. These include problem-based learning or collaborative learning. In certain areas, such as engineering, project-led learning collects some of the benefits of problem-based learning and integrates others that are of interest to the formation of engineers. More recently, project-led education as an integral strategy has been demonstrated in several European universities with impressive results. Students have a lower dropout rate, a lower period of adaptation to professional practice and better soft skills. While this implementation requires a general model change, at least at the faculty level, partial strategies applied in specific courses could pick up some of the positive aspects of these methodologies. In this paper, obtained results in a second-year Unit Operations course (grade of bioengineering) by applying this type of partial strategies are discussed. The student’s acceptance was good, and both motivation and academic results improved significantly. It was observed a deeper and wider knowledge acquisition in the students. Teacher’s workload increased, although, as there was a maximum of 25 students, it was manageable. It was concluded that transition from traditional to project-led learning strategies can be done within a subject without an educational model change at faculty or university level.
Achievement assessment has undergone a major shift, from what some call a `culture of testing' to a `culture of assessment'. Nowadays, a strong emphasis is placed on the integration of assessment and instruction, on assessing processes rather than just products, and on evaluating individual progress relative to each student's starting point.
This book addresses assessment issues in light of the present state of affairs. The first part discusses new alternatives in the assessment of achievement in various subject areas, focusing on agenda, practice, impact and evaluation of the assessment. The second part deals with issues related to assessment of the learning process, specifically: questions concerning the assessment of individual differences in prior knowledge, learning skills and strategies.
This paper aims to give an overview of an ongoing and broader piece of research on the impact assessment of the Project-Led Education. For this, the CIPP Evaluation Model was used as a framework for evaluating the impact of the programme. This evaluation model stresses the importance of linking evaluation with decision-making.
The context of the case study reported in this paper takes place at the University of Minho, Portugal, with Engineering students who participated in PLE experiences. Data were collected through qualitative and quantitative research methods, according to the four aspects of evaluation in CIPP: context, input, process and product. The context evaluation involved collecting and analysing needs assessment data to determine goals, priorities and objectives. Input evaluation focused on the assessment of the projects’ objectives and work plan. Process evaluation was aimed at providing information on how well the project was being implemented. Finally, the product evaluation focused on assessing the impact of PLE on students’ learning process and changes in faculty teaching.
The issues discussed in this paper suggest that it is important to develop a process of systematic data collection, while designing and implementing PLE experiences. In this way, improvements and decision-making may be more effective.
The importance of transversal competencies (also known as generic skills or graduate attributes) inengineering curricula is recognized by all stakeholders: faculty staff, who expect to see in theirstudents the development of a set of skills and abilities; students, who expect to be able tosuccessfully join in the industries; employers, who expect from graduates an added value for theirindustries. According to the Bologna Declaration the teaching/learning process should focus bothon technical and transversal competencies,. For this reason, the Integrated Masters Course onIndustrial Management and Engineering (IME) at University of Minho has been implementing, overthe past five years, an innovative learning/teaching methodology based on interdisciplinaryprojects. The purpose of this paper is to analyze the employers’ perspective about the necessarytransversal competencies for this specific engineering area, based on job offers published in aPortuguese weekly newspaper, in 2007-2008. Additionally, the teachers’ perspective about thedefinition, development and assessment of transversal competencies is also analyzed, based ondata collected from six interviews in the context of the IME project of the 4th year, 1st semester(2007/08). Findings show that the number of job offers for the IME area increased from 89 in 2007to 254 in 2008. The main transversal competencies required by the employers in this period arebasically the same: foreign languages; information and communication technologies; teamwork;planning/organization; leadership. In fact, these are the competencies that students should acquireand develop through the IME curriculum. The adopted project-based learning methodologypromotes the development of teamwork and project management competencies, which areessential for the success of students’ teams. The analysis of the connection between theemployers’ perspective and the project approach included in the IME curriculum is now morerelevant because the first graduates under this new learning approach are entering the realprofessional context.
This paper describes the organization model of a Project-Led Education (PLE) process carried out in the Industrial Management and Engineering (IME) programme at the University of Minho. It intends to analyse the PLE approach in the first year and first semester, according to the perceptions of the coordination team involved in the 2008/09 PLE edition. The emerging data from a group discussion with all coordination team members revealed a set of dimensions which allow a better understanding of the way the process is organized and how it could be improved. The constraints found were mainly three: first, teachers feel that in this process they have much more work than in traditional methodologies; second, some aspects of lack of suitable interdisciplinarity between subjects were identified; and finally some doubts in regard to learning outcomes were raised and some suggestions of individual activities were proposed. Therefore, a set of improvement changes will be presented in order to overcome some of the difficulties identified by faculty staff. These changes will be taken in account in the design of the next PLE edition (2009/10).
At the University of Minho, project-based learning is becoming part of most first year engineering curricula. Although projects are different, a common element is the changing role of the teachers, as some are supposed to function as tutors instead of lecturers. The precise role of a tutor in project-led education is rather ambiguous to both tutors as well as to students. In order to define this role and inform the tutors about their performance and help them to improve, the Council of Engineering Courses developed a questionnaire with both open and closed items that aims to evaluate the performance of individual tutors in a project semester. After a pilot version at two courses, a revised version was applied at the end of the first semester of 2007/2008. The answers to the open questions provided information about strengths and weaknesses of each tutor. The answers on the closed items helped to gain insight in the performance of a tutor with regard to the functioning of the group, individual learning processes, the progress of the project, the attitudes of the tutor with regard to project-led education and his/her role in the development of critical thinking and problem solving skills for students.
This paper reports on research aimed at investigating the ways in which teachers in Portugal and in England are experiencing recent changes in the policy environment which have affected their sense of professionalism and their professional identity. Data were collected through questionnaires and focus group interviews. Findings suggest the existence of some strengths in teachers' views on their professionalism, namely the importance of vocationalism, continuing learning and collaborative cultures, the relevance of project-oriented work at school and an integrated perspective of the curriculum. However, a number of limitations also emerged, such as feelings of ambivalence and conflict, associated with increased bureaucracy, qualities of school leadership, cultures of loneliness and the lack of understanding and ownership of the process of change.
Educational researchers have begun recently to identify and study key processes through which students self-regulate their academic learning. In this overview, I present a general definition of self-regulated academic learning and identify the distinctive features of this capability for acquiring knowledge and skill. Drawing on subsequent articles in this journal issue as well as my research with colleagues, I discuss how the study of component processes contributes to our growing understanding of the distinctive features of students' self-regulated learning. Finally, the implications of self-regulated learning perspective on students' learning and achievement are considered.
Abstract Assessment practices in higher education institutions tend not to equip students well for the processes of effective learning in a learning society. The purposes of assessment should be extended to include the preparation of students for sustainable assessment. Sustainable assessment encompasses,the abilities required to undertake activities that necessarily accompany,learning throughout life in formal and informal settings. Characteristics of effective formative assessment identified by recent research are used to illustrate features of sustainable assessment. Acts of assessment need both to meet the specific and immediate goals of a course as well as establishing a basis for students to undertake their own assessment activities in the future. To draw attention to the importance of this, the idea that assessment always has to do double duty is introduced.
This paper explores the extent to which students and teachers are able to acknowledge the strengths and weaknesses of a shift in the approach to teaching and learning from a traditional, teacher-centred perspective towards project- and learner-centred education. It reports on a case study aimed at exploring students' and teachers' perceptions of a project-led education course carried out at an engineering course at a Portuguese university. Data were collected through questionnaires, letters and interviews. Findings suggest, in spite of some negative experiences and final results for some of the students, a clear recognition of the benefits of a project-based approach to both the teaching staff as well as the students. Both are able to identify interdisciplinarity, high student motivation and the acquisition of soft skills as key features of project-led education.
This article is a review of the literature on classroom formative assessment. Several studies show firm evidence that innovations designed to strengthen the frequent feedback that students receive about their learning yield substantial learning gains. The perceptions of students and their role in self‐assessment are considered alongside analysis of the strategies used by teachers and the formative strategies incorporated in such systemic approaches as mastery learning. There follows a more detailed and theoretical analysis of the nature of feedback, which provides a basis for a discussion of the development of theoretical models for formative assessment and of the prospects for the improvement of practice.
This paper presents an analysis of academic results of first year Industrial Management and Engineering students, achieved either in a PLE (Project-led Education) or in a non PLE teaching and learning approach. Data collected focuses on students' grades, including continuous and summative assessment results of four different courses, from the academic year 2006/2007 to 2008/2009. The evaluation indicators used are the ratio of students assessed and those enrolled in the course, the ratio of students approved and those enrolled in the course, the ratio of students approved and those assessed in the course, the arithmetic mean and the standard deviation of student grades. Findings suggest that PLE students, in average, have better results than the non PLE students at all courses and for the three academic years analyzed. However, these results need to be understood in a broader perspective which includes other variables such as student background, student engagement of given tasks, etc. which are beyond the scope of this paper.
In educational contexts, understanding the student's learning must take account of the student's construction of reality. Reality as experienced by the student has an important additional value. This assumption also applies to a student's perception of evaluation and assessment. Students' study behaviour is not only determined by the examination or assessment modes that are used. Students' perceptions about evaluation methods also play a significant role. This review aims to examine eval-uation and assessment from the student's point of view. Research findings reveal that students' perceptions about assessment significantly influence their approaches to learning and studying. Conversely, students' approaches to study influence the ways in which they perceive evaluation and assessment. Findings suggest that students hold strong views about different assessment and evalu-ation formats. In this respect students favour multiple-choice format exams to essay type questions. However, when compared with more innovative assessment methods, students call the 'fairness' of these well-known evaluation modes into question.
The purpose of the study was to explore what project-based learning is, what are the pedagogical or psychological motives
supporting it, how it has been implemented and what impact it has had on learning in post-secondary education. The study is
based on a qualitative review of published articles. The work revealed that the majority of articles on project-based learning
are course descriptions focusing on the implementation of individual courses, whereas serious research on the topic is virtually
non-existent. In addition, the term project-based learning subsumes different activities with varying purposes. Therefore,
practitioners and curriculum developers are encouraged to reflect upon the purpose and possibilities of project-based learning
along with students and to set realistic, clear goals. Practitioners and researchers are urged to document courses even more
carefully. Several issues for further research are identified.
Previous research has demonstrated that the academic environments provided by departments in higher education have direct effects on students' approaches to studying. But other studies have indicated that these effects are mediated by the students' own perceptions of those environments. Here two studies are reported which explore the relationships between approaches to learning, or study orientations, and perceptions of the academic environment. Those perceptions are measured in two distinct ways, one which minimises the effects of differential perceptions, and one which highlights them. Factor analyses of the responses of three groups of students taking engineering and psychology are used to clarify the nature of the relationships between study orientations and perceptions of the academic environment. It is found, as in earlier studies, that there are relationships which associate deep approaches with perceptions of relevance, and surface approaches with a heavy workload. But here it is also shown that students with contrasting study orientations are likely to define effective teaching in ways which reflect those orientations. Implications both for the design of feedback questionnaires and for the improvement of teaching and learning in higher education are discussed.
Peer assessment is understood to be an arrangement with students assessing the quality of their fellow students’ writings and giving feedback to each other. This multiple‐case study of seven designs of peer assessment focuses on the contribution of peer assessment to the acquisition of undergraduates’ writing skills. Its aim is to arrive at an optimal design of peer assessment. Factors included in this study are: the quality of peer assessment activities, the interaction between students in oral peer feedback, students’ learning outcomes, and their evaluation of peer assessment. Most students took assessing the work of their fellow students seriously, and included the peer feedback in the revision of their work. In most conversations, students provided feedback in an evaluative manner. In others, the interaction was more exploratory. For peer assessment, we recommend a combination of written and oral peer feedback.
An important topic in itself, tutoring assumes even greater importance in the light of the plans to implement a single academic model throughout the European Union. In this paper we examine some of the tutoring experiments currently being implemented in Portuguese universities, and the framework within which tutoring operates in a higher education context. The various kinds of tutoring – mentoring, curricular tutoring, academic tutoring and training-related tutoring – are implemented by higher educational institutions in their attempts to find a response to the needs diagnosed among students. Due to its scope and the possibilities for intervention it provides, tutoring is characteristically diverse in its manifestations. We go on to conclude that the diverse tutoring programmes and practices have been put together piecemeal as part of the concrete practices of each institution, in accordance with the characteristics of the students and the context, both of which point to the importance of, and recognition of, the need for training on the part of teaching staff, and the need for greater clarification of the role of the tutor.
An "autorating" (peer rating) system designed to account for individual performance in team projects was used in two sophomore-level chemical engineering courses in which the students did their homework in cooperative learning teams. Team members confidentially rated how well they and each of their teammates fulfilled their responsibilities, the ratings were converted to individual weighting factors, and individual project grades were computed as the product of the team project grade and the weighting factor. Correlations were computed between ratings and grades, self-ratings and ratings from teammates, and ratings received and given by men and women and by ethnic minorities and non-minorities. Incidences of "hitchhikers" (students whose performance was considered less than satisfactory by their teammates), "tutors" (students who received top ratings from all of their teammates), dysfunctional teams, and teams agreeing on a common rating were also determined. The results suggest that t...
This paper aims to give an overview of an ongoing and broader piece of research on the impact assessment of the Project-Led Education. For this, the CIPP Evaluation Model was used as a framework for evaluating the impact of the programme. This evaluation model stresses the importance of linking evaluation with decision-making. The context of the case study reported in this paper takes place at the University of Minho, Portugal, with Engineering students who participated in PLE experiences. Data were collected through qualitative and quantitative research methods, according to the four aspects of evaluation in CIPP: context, input, process and product. The context evaluation involved collecting and analysing needs assessment data to determine goals, priorities and objectives. Input evaluation focused on the assessment of the projects’ objectives and work plan. Process evaluation was aimed at providing information on how well the project was being implemented. Finally, the product evaluation focused on assessing the impact of PLE on students’ learning process and changes in faculty teaching. The issues discussed in this paper suggest that it is important to develop a process of systematic data collection, while designing and implementing PLE experiences. In this way, improvements and decision-making may be more effective.
The title Assessment 2000 would have sounded like science fiction a few decades ago, an opportunity to use my imagination in making creative and wild speculations about assessment in a distant future. However, less than half a decade before the due date, this chapter entails more modest and careful speculations, based on contemporary theories and on lessons gained from current practice. Indeed, it starts by introducing the most generic term currently used in educational literature with respect to assessment, i.e., alternative assessment. It briefly explains to what and why an alternative is sought and describes the main features of this type of assessment, as it is currently viewed. Of the various devices subsumed under the alternative assessment umbrella a focus is put on the portfolio describing its various types, uses and criteria for judgment. Next, criteria for evaluating alternative assessment and lessons to be learnt from current practice are discussed, and finally, a rationale for a pluralistic approach to assessment is presented.
The arguments presented in this article are based on the assumption that those involved in education hold particular views about the nature of learning and its relation to assessment. This article uses the insights that can be gained from recent research into students’ learning approaches and concepts of learning to identify inconsistencies between espoused theories of learning expressed in many policy statements and the theory that actually informs assessment practice. Specific areas of inconsistency are identified such as that between reproductive learning and a search for meaning and perceptions of the learner as a passive absorber of pre‐existing information as opposed to being the active agent for change. The article concludes by arguing that the rhetoric of curriculum reform with its references to the development of understanding, and life long learning is meaningless. Those objectives are unlikely to be achieved unless the accompanying assessment reflects the same theoretical principles.
This article describes the findings of a series of structured group sessions, which elicited student views on their learning outcomes, and what helped or hindered their development. It provides an insight into student perceptions of the factors that they considered influenced their learning. These factors are considered in relation to the Quality Assurance Agency's criteria for Subject Review.
For many undergraduates, the amount of work they are asked or expected to do is among the most crucial factors affecting their engagement with a course of study. Yet student work-load is a neglected issue, in research literature as in practice among teachers in higher education. In the context of increasing concern among educationists about the quality of students' learning, and some discussion of recent research findings, it is argued that ‘reasonable work-load˚s is a pre-condition of good studying and learning. Some of the ways in which workload can be measured are discussed and, in particular, the methodological difficulties involved in relying on students' perceptions of it. A more rigorous method of calculating student workload, in advance of course presentation, is outlined. Arguments and evidence are drawn largely from studies of adult part-time students of the arts and humanities at the Open University (OU), but are applicable more widely in higher education. Suggestions are offered about how student work-load can be regulated and some implications of this for curriculum and course design, as well as for the quality of student learning, are presented.
This article explores assessment in the context of problem-based learning (PBL) at three different levels. Firstly, it examines the position of assessment in the current system of higher education and, secondly, it examines students' experiences of assessment in problem-based programmes. The article draws on research into PBL that explored staff and students' experiences in four different disciplines, and it is argued that many forms of assessment still largely undermine collaborative learning and team process in PBL. The final section argues that the way forward for the PBL community is to recognize disciplinary differences in PBL and adopt assessment approaches that fit both with PBL and the discipline into which it is placed.
This paper describes a project commissioned by the Australian Government designed to produce materials which would be of practical use to university teachers in improving assessment of students. The materials which resulted are organized around groups of abilities which the project team believed represented the abilities expected of university graduates and also include case studies of innovative assessment practice.
Assessment methods such as non‐conventional exams, oral presentations, group projects and peer assessment are increasingly being used in HE in an attempt to introduce more realistic and meaningful tasks and provide broader and more reliable indicators of students’ achievements. The impact of such assessment on student learning is being investigated via a series of case studies at the University of Northumbria. A number of positive effects on learning have been identified and students strongly support new methods of assessment. Problems do arise, particularly since the often unchallenged ‘level playing field’ of exam room must be replaced by new means of establishing fairness, reliability and validity. Innovative assessment is limited in its developments within the HE context; eg the weightings given to the process and products of learning can be of issue. It is also difficult to accotnodate individual learner needs and acknowledge individual progress.
This article is a response to Black and Wiliam's 1998 review article on formative assessment. The response draws attention to a number of enduring issues in the theory and practice of formative assessment, including its often inadequate conceptualisation in research studies; the essential role of the teacher in mediating the curriculum and learning, and therefore feedback; the conditioning of students by dominant assessment practices that encourage survival habits rather than true learning; the intellectual resources teachers bring to the assessment process as a result of their extensive experience (which students do not possess); and the need to induct students explicitly into how to interpret feedback.
This article will outline the motives for the implementation of peer assessment as put into action at the first year of the Civil Engineering course of the University of Minho. The implementation of new assessment methods was a consequence of the successful implementation of peer assessment at other engineering courses. During the semester, three assessment moments took place, in which students assessed the work of their peers. Assessment criteria were defined in a negotiation process between students and teacher. The students subsequently graded the work of their colleagues and had to provide a clear justification for each given grade. The aim of this method is to involve students in the subject, enhance their motivation and deepen their learning. Advantages and disadvantages of peer assessment are discussed. The results that have been obtained so far draw attention to the nature of assessment criteria and the corresponding explicitness.
All assessment practices reflect a number of assumptions relating to the nature of learning and the purpose of assessment. If educational institutions intend to equip graduates with attributes necessary for professional practice, for example critical thinking and lifelong learning capabilities, then current assessment pratices must be examined. Teaching, learning and assessment are inextricably linked and assessment is the most significant motivator for learning. A number of innovative approaches to assessment have been implemented at Queensland Unviersity of Technology. This paper describes initiatives such as project-based learning, student-generated examinations, peer assessment and multiple-choice questions.
Peer assessment is a common form of shared learning in which students provide feedback on each others work. Peer assessment takes many forms; and involves students and tutors taking various roles at different stages of the process. This study explores the views and opinions of undergraduate students in relation to their perceptions and experiences of formative peer assessment introduced as a learning development opportunity for the first time. The study found that on the whole formative peer assessment was a positive experience in enhancing students learning and development. However, consideration needs to be taken to address individual learning styles, as a limited number of students found the process to be less useful. Consequently, when tutors are constructing peer assessment strategies they should be cognisant at the planning stage of the variety of learning styles that are evident in order to maximise the development opportunities this can bring to students.
This paper describes the procedures used to assess the extent that a team of students, and the individual students in it, has mastered the competencies set for a student team-based open-ended project. The paper addresses questions such as: why examine team-based project work? What and when to examine? What are the essential regulations and boundary conditions? Who examines whom? The discussion is based mainly on practices followed in the University of Twente (the Netherlands) and elsewhere.
The consequential validity of assessment was explored through a qualitative study of the impacts of assessment practices on student perceptions of learning and their learning behavior. Results from 13 case studies over two and a half academic years show that students experiencing a variety of types of alternative assessment did perceive many of the features educators considered beneficial. (SLD)
Drawing upon empirical research, the article explores the ways in which a cohort of novice teachers learned and developed over a 2-year period. It examines the interplay of personal and contextual influences on teachers' development over time and on the (trans)formation of their professional identities. A combination of methods for data collection was used. Findings suggested that novices felt overwhelmed by the amount and variety of duties that they were expected to perform at school. This, along with the lack of support and guidance, forced them into "learning while doing." Most teachers developed according to a narrow and individual perspective, which was accompanied by a shift from a more inductive and student-centered approach to a more traditional one. However, some teachers seem to have developed in positive ways over time. Personal biographies associated with perceptions of school culture and leadership help to explain both similarities and differences among teachers. Implications of the findings for teacher education and induction are discussed.
This paper reports a project researching the interplay between a formal assessment system on the one hand and the development of students’ and teachers’ work in the actual assessment process on the other. Applying a social practice perspective, empirical data from the first year of an engineering programme mapped the assessment process through documentary studies and qualitative interviews with students and teachers.The research reveals the distinction between the social processes involved in the teaching and learning process, on one hand, and the rules and procedures shaping the assessment process on the other. During the course of the first year the two processes continuously distinguished themselves from each other, leaving failing students in an individualised situation. Students struggled hard to manage all the assignments encountered, narrowing their focus on most immediate events that lay ahead. This approach often eventually failed and so students dropped chosen parts of the assessment system in order to manage the situation. Teachers’ aspirations and the intentions underlying the assessment system became thwarted, but both students and teachers placed responsibility for failures on the individual student. The assessment process as an emergent phenomenon thus shows a traditional elite character.
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