Innovative student assessment in engineering mathematics

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

Innovative student assessment in engineering mathematics

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

Chemical And Process Engineering

Research output: Book/Report › Commissioned report

Abstract

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 language	English
Place of Publication	Manchester
Number of pages	31
Publication status	Published - 2006

Publication series

Name	Case Studies
Publisher	Centre for the Excellence in Enquiry-Based Learning, University of Manchester

Keywords

student assessment methods
engineering mathematics

Cite this

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AU - Embley, Benjamin

AU - Sacramento, Julio

AU - Tseronis, Konstantinos

PY - 2006

Y1 - 2006

N2 - 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.

AB - 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.

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T3 - Case Studies

BT - Innovative student assessment in engineering mathematics

CY - Manchester

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