Assessing engineering learning: Formative, summative and dialogical

O'Mahony, T. (2013) Assessing engineering learning: Formative, summative and dialogical. [Conference Proceedings]

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Abstract

In this paper an assessment strategy based on the idea that students submit a draft assignment, receive audio feedback (as an.MP3 file) on the assignment and subsequently submit a revised, final version is proposed. The strategy is shown to align with current recommendations for best practice. The proposal is extensively used by the author in his teaching and two engineering courses are presented as case-studies to illustrate how the approach works. These courses were evaluated using an established student questionnaire. 91% of respondents stated that they were either satisfied or very satisfied with assessment and feedback as it applied to these courses. Grades awarded to final version of the assignment were, on average, 11% higher than those awarded to the draft. Clearly, students are reading, engaging with and learning from the audio feedback. © 2013 IEEE.

Item Type: Conference Proceedings
Additional Information: Conference code: 98110; Export Date: 23 February 2015; Correspondence Address: O'Mahony, T.; Dept. of Electrical and Electronic Engineering, Cork Institute of Technology, Cork, Ireland; References: Sadler, D.R., Formative assessment and the design of instructional systems (1989) Instructional Science, 18 (2), pp. 119-144; Gibbs, G., (2010) Using Assessment to Support Student Learning, , Leeds: Leeds Met Press; Nicol, D., Principles of good assessment and feedback: Theory and practice (2007) From the REAP International Online Conference on Assessment Design for Learner Responsibility, , 29th-31st May; Price, M., O'Donovan, B., Rust, C., Carroll, J., Assessment standards: A manifesto for change (2008) Brookes EJournal of Learning and Teaching, 2 (3); Juwah, C., Macfarlane-Dick, D., Matthew, B., Nicol, D., Ross, D., Smith, B., (2004) Enhancing Student Learning Through Effective Formative Feedback, , http://www.heacademy.ac.uk/ourwork/learning/assessment/senlef, [Accessed 25th Nov 2009]; (2009) National Student Survey, , http://www.hefce.ac.uk/learning/nss, [Accessed 28/11/11]; Glover, C., Brown, E., Written feedback for students: Too much, too detailed or too incomprehensible to be effective? (2006) Bioscience Education Electronic Journal (BEE-j), 7, p. 3; Black, P., Wiliam, D., Assessment and classroom learning (1998) Assessment in Education, pp. 7-74. , March; Hattie, J.A., Timperley, H., The power of feedback (2007) Review of Educational Research, 77 (1), pp. 81-112; Brown, S., (2007) Feedback and Feedforward, , Centre for Biosciences Bulletin 22, Higher Edu. Academy (HEA) Subject Centre for Bioscience; Brown, S., Assessment for learning (2004) Learning and Teaching in Higher Education, (1), pp. 81-89; Nicol, D., From monologue to dialogue: Improving written feedback in mass higher education (2010) Assessment and Evaluation in Higher Education, 35 (5), pp. 501-517; Rotheram, B., Sounds Good: Quicker, Better Assessment Using Audio Feedback, , https://sites.google.com/site/soundsgooduk/, [last accessed 03/12/2012]; Rotheram, B., Sounds Good Final Report, , http://www.iisc.ac.Uk/publications/reports/2009/soundsgoodfinalreport. aspx, [last accessed 03/12/2012; Merry, S., Orsmond, P., Students' attitudes to and usage of academic feedback provided via audio files (2008) Bioscience Education E-journal, 11 (3); King, D., McGugan, S., Bunyan, N., Does it make a difference? Replacing text with audio feedback (2008) Practice and Evidence of Scholarship of Teaching and Learning in Higher Education, 3 (2), pp. 145-163; Heitmann, G., Project-oriented study and project-organized curricula: A brief review of intentions and solutions (1996) European Journal of Engineering Education, 21 (2), pp. 121-131; Helle, L., Tynjala, P., Olkinuora, E., Project-based learning in post-secondary education: Theory, practice and rubber slingshots (2006) Higher Education, 51 (2), pp. 287-314; Kjersdam, F., Enemark, S., (1994) The Aalborg Experiment. Project Innovation in University Education, , Aalborg University Press; Perrenet, J.C., Bouhuijs, P.A.J., Smits, J.G.M.M., The suitability of problem-based learning for engineering education: Theory and practice (2000) Teaching in Higher Education, 5 (3), pp. 345-358; Mills, I.E., Treagust, D.F., Engineering education - Is problem based or project based learning the answer? Australasian J. of Engng. Educ., , http://www.aaee.com.au/journal/2003/millsjreagust03.pdf, (last accessed 12/04/10); Crawley, E.F., Malmquist, J., Ostlund, S., Brodeur, D., (2007) Rethinking Engineering Education. The CDIO Approach, , Springer, NY; http://www.microchip.com/Michaels, S., Schose, A.W., Schweingruber, H.A., (2008) Ready Set Science! Putting Research to Work in the K-8 Classroom, , National Acaemy of Science, Washington DC; http://www.mathworks.com/Biggs, J., (1999) Teaching for Quality Learning at University, , SHRE and Open University Press; Reiser, B.J., Scaffolding complex learning: The mechanisms of structuring and problematizing student work (2004) Journal of the Learning Sciences, 13, pp. 273-304; Johnson, D.W., Johnson, R.T., Smith, K., (1991) Active Learning: Cooperation in the College Classroom, , Edina, MN: Interaction Book Company
Uncontrolled Keywords: assessment; coursework; dialogue in assessment; formative; summative; Engineering education; Students
Depositing User: National Forum
Date Deposited: 09 Dec 2015 08:54
Last Modified: 09 Dec 2015 08:54
URI: http://eprints.teachingandlearning.ie/id/eprint/3473

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