Improving student learning in engineering discipline using student- and lecturer-led assessment approaches
Imam, B, Rafiq, MI and Kumar, P (2011) Improving student learning in engineering discipline using student- and lecturer-led assessment approaches European Journal of Higher Education, 1 (2-3). 233 - 248. ISSN 2156-8235
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Official URL: http://dx.doi.org/10.1080/21568235.2011.601932
This article investigates the effectiveness of two distinct formative assessment methods for promoting deep learning and hence improving the performance amongst engineering students. The first method, applied for undergraduate students, employs a lecturer-led approach whereas the second method uses a student-led approach and e-learning for postgraduate teaching. Both studies demonstrate that the formative assessment and feedback has a positive effect on the performance of engineering students, especially those lying on the middle and lower grade tail. The mean exam marks increased by 15 to 20% as a result of introducing formative assessment to the case study modules. The main catalysts for performance improvement were found to be the feedback provided by the lecturer to the students, and by the students to their peer partners. Comparison of the two practices leads to the conclusion that whilst both methods are equally effective, peer assessment requires less time commitment from the lecturer.
|Additional Information:||This is an electronic version of an article published in European Journal of Higher Education, 1(2-3), 233-248 (2011). European Journal of Higher Education is available online at: http://www.tandfonline.com/loi/rehe20|
|Divisions:||Faculty of Engineering and Physical Sciences > Civil and Environmental Engineering|
|Deposited By:||Symplectic Elements|
|Deposited On:||23 Jul 2012 16:30|
|Last Modified:||03 May 2013 14:36|
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