Innovative student assessment in engineering mathematics

Esther Ventura-Medina, Paul Grassia, Grant M. Campbell, Benjamin Embley, Julio Sacramento, Konstantinos Tseronis

Research output: Book/ReportCommissioned report


This report describes the results of a project which aimed to make students full partners in the teaching and assessment of an Enquiry-Based/Problem-Based Engineering Mathematics course. Students worked in small groups using Problem-Based Learning (PBL) to specialize in a particular part of the course syllabus. They then taught their specialist part to their peers, and designed a suitable assessment by which their peers’ learning was gauged. The desired outcome was to empower students' learning through having them experience the entire ‘life cycle’ of a taught course module, from preparation, through delivery to final assessment. The student-assigned assessment was the most innovative aspect of the entire project. The assessment results obtained were robust compared to more traditional lecturer-assigned assessment procedures.
Original languageEnglish
Place of PublicationManchester
Number of pages31
Publication statusPublished - 2006

Publication series

NameCase Studies
PublisherCentre for the Excellence in Enquiry-Based Learning, University of Manchester


  • student assessment methods
  • engineering mathematics

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