Assessing Individual Learning in Teams : Developing an Assessment Model for Practice-based Curricula in Engineering : Final Report.
Grading individual students in teams has always been problematic. To measure individual learning outcomes accurately, students' grades need to be based on what they have learned as an individual, within the team context. Traditionally, individuals have been assigned a grade heavily influenced b...
| Institutions: | CQUniversity Swinburne University of Technology Victoria University University of Melbourne Aalborg University |
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| 主要な著者: | , |
| 出版事項: |
Office for Learning and Teaching
2012
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| 主題: | |
| オンライン･アクセス: | /resources/PP9_1380_Howard_Report_2014.pdf |
| 要約: | Grading individual students in teams has always been problematic. To measure individual learning outcomes accurately, students' grades need to be based on what they have learned as an individual, within the team context. Traditionally, individuals have been assigned a grade heavily influenced by the result of the team's project. Consequently, a poor team project results in poor grades for the team's members, even if significant individual learning occurs. As assessment drives behaviour, the desire for higher grades influences the team dynamics resulting in an emphasis on project outcomes rather than individual learning, potentially degrading collaborative learning. This is the final report from a project that aimed to change significantly the Australian engineering discipline's understanding and acceptance of assessment of individual learning in teams, by developing a valid assessment model to assess individual students' learning in a team environment, specifically in the context of project-based learning. The model encourages students to learn from mistakes and failures, be creative and challenge themselves, and to develop reflection and self-assessment skills. |
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| ISBN: | 9781743616055 (PDF) 9781743616048 (print ed) 9781743616055 (PDF) 9781743616048 (print ed) |
