About this paper

Appears in:
Pages: 1309-1319
Publication year: 2017
ISBN: 978-84-697-3777-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2017.1278

Conference name: 9th International Conference on Education and New Learning Technologies
Dates: 3-5 July, 2017
Location: Barcelona, Spain

STUDENT ASSESSMENT IN TEAM PROJECT-BASED LEARNING: CHALLENGES AND EXPERIENCES

C. Bil, G. Dorrington

RMIT University (AUSTRALIA)
The final year of the Bachelor of Aerospace Engineering agree at RMIT University includes a capstone design project involving student teams working together to develop a concept solution to a given requirement. Project-based learning (PBL) is an important part of engineering education where student teams work together to achieve a common objective and acquire a deeper knowledge through active exploration of real-world challenges and problems. In industry, engineering projects are a collaborative effort of a team of professional engineers, managers, regulators, finance officers, etc. and by replicating this environment in education students learn how to work with fellow students, who have different skills, abilities, motivation, enthusiasm, work ethics and drive, to solve a real-world problem. Although it is generally accepted that this experience is very valuable in preparing students for the workplace, the challenge from a course coordinator’s perspective is how to manage these groups and how to determine a transparent and fair assessment scheme.

This paper introduces some of the challenges of individual student assessment in group projects and will give an overview of some of the techniques applied in tertiary education, supported by the experiences at RMIT University with the capstone aircraft design project.
@InProceedings{BIL2017STU,
author = {Bil, C. and Dorrington, G.},
title = {STUDENT ASSESSMENT IN TEAM PROJECT-BASED LEARNING: CHALLENGES AND EXPERIENCES},
series = {9th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN17 Proceedings},
isbn = {978-84-697-3777-4},
issn = {2340-1117},
doi = {10.21125/edulearn.2017.1278},
url = {http://dx.doi.org/10.21125/edulearn.2017.1278},
publisher = {IATED},
location = {Barcelona, Spain},
month = {3-5 July, 2017},
year = {2017},
pages = {1309-1319}}
TY - CONF
AU - C. Bil AU - G. Dorrington
TI - STUDENT ASSESSMENT IN TEAM PROJECT-BASED LEARNING: CHALLENGES AND EXPERIENCES
SN - 978-84-697-3777-4/2340-1117
DO - 10.21125/edulearn.2017.1278
PY - 2017
Y1 - 3-5 July, 2017
CI - Barcelona, Spain
JO - 9th International Conference on Education and New Learning Technologies
JA - EDULEARN17 Proceedings
SP - 1309
EP - 1319
ER -
C. Bil, G. Dorrington (2017) STUDENT ASSESSMENT IN TEAM PROJECT-BASED LEARNING: CHALLENGES AND EXPERIENCES, EDULEARN17 Proceedings, pp. 1309-1319.
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