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Co-ordinating assessment across a programme

Gibson, A; Yerworth, R; Garcia Souto, MDP; Griffiths, J; Hughes, G; (2018) Co-ordinating assessment across a programme. In: Proceedings of the 7th International Symposium for Engineering Education 2018. : University College London, UK. (In press). Green open access

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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.

Type: Proceedings paper
Title: Co-ordinating assessment across a programme
Event: ISEE 2018: The 7th International Symposium of Engineering Education
Location: Faculty of Engineering Sciences, University College London, London, UK
Dates: 17 July 2018 - 18 July 2018
Open access status: An open access version is available from UCL Discovery
Publisher version: https://www.ucl.ac.uk/centre-for-engineering-educa...
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society
UCL > Provost and Vice Provost Offices > UCL BEAMS
UCL > Provost and Vice Provost Offices > UCL BEAMS > Faculty of Engineering Science
UCL > Provost and Vice Provost Offices > UCL BEAMS > Faculty of Engineering Science > Dept of Med Phys and Biomedical Eng
UCL > Provost and Vice Provost Offices > UCL BEAMS > Faculty of the Built Environment
UCL > Provost and Vice Provost Offices > UCL BEAMS > Faculty of the Built Environment > Bartlett School Env, Energy and Resources
UCL > Provost and Vice Provost Offices > VP: Education
UCL > Provost and Vice Provost Offices > VP: Education > UCL Arena Centre
URI: https://discovery.ucl.ac.uk/id/eprint/10062995
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