Abstract:

This abstract discusses an enhanced assessment methodology that has been developed for the work placement modules of the Rethinking Engineering Education in Ireland (REEdI) programme. Work placement is a significant element in this programme, so a comprehensive assessment is needed to ensure the student engineers are accurately assessed while meeting all learning objectives of a four-year accredited engineering degree.

REEdI is a collaboration between university and industry, with the intent of developing workplace experienced graduates. The objective of the programme is to develop a diverse engineering pedagogical framework, that futureproofs engineering graduates, while addressing the ever-changing needs of industry. It is structured as a blended degree, with a duration of four-years equally divided between time spent in an academic setting and time spent in industry. The student engineer will spend two-years at a host industry partner gaining the essential industry skills and personal attributes an employer looks for in a graduate engineer. The REEdI framework is initially being utilised in the development of a Bachelor of Engineering (Honours) Degree in Mechanical and Manufacturing Engineering.

Traditionally work placement is a period of six to nine-months and is typically assessed on a pass/fail criteria. The main aim of the significant work placement is to afford students the opportunity to achieve an accredited engineering standard academically and practically, in a professional industry setting. Assessment of this significant work placement is critical to ensure workplace performance outcomes are achieved. The assessment will use the well-established methods of reflective practice, performance appraisal and e-Portfolio, and build on these to afford greater weighting of assessment within the two-year work placement. The assessment strategy is guided by the same engineering standards applied to academic university taught programmes. However, in the case of workplace assessments, the students must display capabilities in the workplace which still preserve academic standards and ensure the students are always learning in the context of the workplace alignment to academic engineering outcomes. The accomplishment of comprehensive and meaningful tasks in the workplace, and how the students respond to real-world challenges, is built into the assessment methodology. The three-way relationship between student, university and industry is core to the assessment approach on which the programme is designed.

This enhanced assessment methodology for work placement will ensure an accurate and consistent assessment of all student engineers, while ensuring industry requirements, student expectations and learning outcomes are achieved.

Keywords:

Work placement, assessment, student engineer, learning outcomes, blended degree, pedagogical, industry, reflective practice, e-Portfolio, performance appraisal.