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Publication Detail
Co-ordinating assessment across a programme
  • Publication Type:
    Conference
  • Authors:
    Gibson A, Yerworth R, Garcia Souto MDP, Griffiths J, Hughes G
  • Publication date:
    18/07/2018
  • Name of conference:
    International Symposium of Engineering Education 2018
  • Conference place:
    Faculty of Engineering Sciences, University College London, London, UK
  • Conference start date:
    17/07/2018
  • Conference finish date:
    18/07/2018
Abstract
Assessment within a degree programme is critical for providing summative grades and formative feedback on specific pieces of work. Incorporating different forms of assessment into a programme provides students with opportunities to develop a wide range of skills beyond core disciplinary knowledge. Examples include research-based assessment, outward facing assessments aimed at different audiences, and authentic assessment linked to professional workplace practice. The opportunity to develop relevant professional skills is particularly important in an accredited engineering programme. The modular approach to programme development, prevalent in the UK, where different modules are often developed autonomously and assessed independently can make it difficult to introduce broader, creative assessment practices and can lead to heavy reliance on one method. For example, all module organisers might feel that their module is best assessed through written reports. Even if this is the most appropriate assessment mechanism for each individual module, we postulate that over the programme as a whole, students might learn more if they are required to submit a range of different types of outputs. By spreading this assessment portfolio across modules, we can develop and test a wider range of skills even while reducing the total assessment load. We will give examples from a programme that uses a combination of traditional assessments, authentic workplace-like assessments, research-based assessments, and assessment for different audiences. The paper examines the individual module compromises which may need to be made if assessment is to be seen holistically, to create programme-wide balance to maximise student development.
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