Abstract:

Educational research has established the didactic advantages of teamwork project-based instruction over individual homework:
a) Projects motivate students better than homework do;
b) Most of students learn better from peer interaction than individually, and
c) Projects provide students with instantaneous feedback, while homework does not.

In fact, when students do not attain a desired project outcome, they know immediately that they are failing to understand some aspects of the related theory, and can use this feedback to seek help from instructor, peer or textbooks. On the other hand, the time required for correction, delays the feedback that students obtain from homework.

Although homework assignments are individual, students often consult with peer, or even manage to find the entire homework solutions in the Internet. Fortunately, these actions do not affect significantly individual assessment, because the homework grade contributes very little (for example 10 %), toward the student overall grade. On the other hand, with teamwork project-based instruction, projects do contribute significantly toward the students’ overall grade (for example, 70%). Therefore, in this type of instruction, it becomes extremely important to assess accurately the performance of individuals within a team. This is especially true given that teams usually consist of a mix of students with diverse traits, ranging from bright and hardworking, to average and lazy, which causes significant variations in the level of project contribution from each member.

The solution proposed in this paper is to combine two assessment pieces:
1) A project report that each team must present, complemented with
2) An individual final test on the knowledge that students must acquire for a successful completion of the project. We call this test “Project Knowledge Validation”.

We use both assessment tools: 1) and 2) in conjunction, to determine the overall grade of each student. Of course, the course syllabus must clearly explain the way the two assessment tools are used. Notice that without the validation test, a good grade assigned to all students members of a team, would be unfair to those who have contributed little or nothing to the project. With the validation test, every student obtains the grade that she/he deserves.

In addition to a more accurate student assessment, this didactic approach provides the advantage of better time management for students. In fact, by working conscientiously through the difficulties presented by the project, they are automatically studying for the final test.

At SUNY New Paltz, we have experimented this didactic approach in the engineering course “EGE416 Automatic Control Systems,” with satisfactory results. The assessment tools include a simulation project titled “Adaptive Cruise Control” and a final test with questions on the theoretical and simulation hurdles that arise during the execution of the project. Although the experimental subject is technologically specific, the paper focuses on the assessment value of the didactic approach, using the engineering project solely as an application example.

Keywords:

Assessment of Student Learning, Collaborative and Project-based Learning.