Towards the improvement of the student experience of assessment and feedback in construction management education

Scott, L. and Fortune, C. (2013) Towards the improvement of the student experience of assessment and feedback in construction management education. European Journal of Engineering Education, 38 (6). pp. 661-670. ISSN 03043797 (ISSN)

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Abstract

It is widely accepted across Higher Education that assessment practices have a link with learning and a key factor in this link is formative assessment. Formative assessment is generally defined as taking place during a module/programme with the express purpose of improving and enhancing student learning. It is important to understand how lecturers in construction engineering education perceive their own roles and the roles of their students in using effective assessment strategies. An investigation into lecturers' perceptions of their roles and their conceptions related to the assessment process of students in those programmes is reported. An on-line survey was conducted with over 30 Irish academics involved in the area of construction management. Discussion is focused on a critical evaluation of the findings of the study and how it relates to the current literature on the roles of academics in the formative assessment process. Recommendations are made on how lecturers/teachers might better formulate appropriate assessment strategies that will encourage deep and effective learning. © 2013 SEFI.

Item Type: Article
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Uncontrolled Keywords: academic practice; construction management; formative assessment; Assessment practices; Assessment strategies; Construction engineering; Construction management education; Enhancing student learning; Project management; Surveys; Students
Depositing User: National Forum
Date Deposited: 11 Dec 2015 07:50
Last Modified: 11 Dec 2015 07:54
URI: http://eprints.teachingandlearning.ie/id/eprint/3671

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