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Changing assessment practice in engineering: how can understanding lecturer perspectives help?

Changing assessment practice in engineering: how can understanding lecturer perspectives help?
Changing assessment practice in engineering: how can understanding lecturer perspectives help?
Assessment in engineering disciplines is typically oriented to demonstrating competence in specific tasks. Even where assessments are intended to have a formative component, little priority may be given to feedback. Engineering departments are often criticized, by their students and by external quality reviewers, for paying insufficient attention to formative assessment. The e3an project set out to build a question bank of peer-reviewed questions for use within electrical and electronic engineering. As a part of this process, a number of engineers from disparate institutions were required to work together in teams, designing a range of assessments for their subject specialisms. The project team observed that lecturers were especially keen to develop formative assessment but that their understanding of what might be required varied considerably. This paper describes the various ways in which the processes of the project have engaged lecturers in actively identifying and developing their conceptions of teaching, learning and assessment in their subject. It reports on an interview study that was conducted with a selection of participants. It is concluded that lecturers' reflections on and understanding of assessment are closely related to the nature of the subject domain and that it is essential when attempting to improve assessment practice to start from the perspective of lecturers in the discipline.
engineering, assessment, CAA, learning, FDTL
173-181
McDowell, Liz
1d7964de-ed10-45ca-b15c-80192b258d1e
White, Su
5f9a277b-df62-4079-ae97-b9c35264c146
Davis, Hugh C
1608a3c8-0920-4a0c-82b3-ee29a52e7c1b
McDowell, Liz
1d7964de-ed10-45ca-b15c-80192b258d1e
White, Su
5f9a277b-df62-4079-ae97-b9c35264c146
Davis, Hugh C
1608a3c8-0920-4a0c-82b3-ee29a52e7c1b

McDowell, Liz, White, Su and Davis, Hugh C (2004) Changing assessment practice in engineering: how can understanding lecturer perspectives help? European Journal of Engineering Education, 29 (2), 173-181.

Record type: Article

Abstract

Assessment in engineering disciplines is typically oriented to demonstrating competence in specific tasks. Even where assessments are intended to have a formative component, little priority may be given to feedback. Engineering departments are often criticized, by their students and by external quality reviewers, for paying insufficient attention to formative assessment. The e3an project set out to build a question bank of peer-reviewed questions for use within electrical and electronic engineering. As a part of this process, a number of engineers from disparate institutions were required to work together in teams, designing a range of assessments for their subject specialisms. The project team observed that lecturers were especially keen to develop formative assessment but that their understanding of what might be required varied considerably. This paper describes the various ways in which the processes of the project have engaged lecturers in actively identifying and developing their conceptions of teaching, learning and assessment in their subject. It reports on an interview study that was conducted with a selection of participants. It is concluded that lecturers' reflections on and understanding of assessment are closely related to the nature of the subject domain and that it is essential when attempting to improve assessment practice to start from the perspective of lecturers in the discipline.

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More information

Published date: 2004
Keywords: engineering, assessment, CAA, learning, FDTL
Organisations: Web & Internet Science

Identifiers

Local EPrints ID: 262663
URI: https://eprints.soton.ac.uk/id/eprint/262663
PURE UUID: c41be177-d65c-4520-8b1a-f2de53790969
ORCID for Su White: ORCID iD orcid.org/0000-0001-9588-5275
ORCID for Hugh C Davis: ORCID iD orcid.org/0000-0002-1182-1459

Catalogue record

Date deposited: 31 May 2006
Last modified: 17 May 2019 00:38

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