Students’ views of assessment in project-led engineering education: findings from a case study in Portugal

By Sandra Fernandes, Maria Assunção Flores, Rui M. Lima. 2012

86 citations recorded by the source corpus.

According to the demands of the Bologna process, new educational methods and strategies are needed in order to enhance student-centred learning. Project work is one of those approaches. This paper aims to evaluate the impact of project-led education (PLE) on students’ learning processes and outcomes, within the context of a first-year engineering programme. It explores students’ perceptions about assessment procedures and processes. Data collection was based on individual surveys at the end and the beginning of each PLE edition and through focus groups, after a period of six months. Findings are presented according to emerging themes from the data analysis, focusing mainly on students’ perspectives of learning and assessment, the role of formative and summative assessments in PLE and their impact on learning. Implications for improving assessment practices are discussed.

Subfields: Education, Media Technology

View Paper: https://www.semanticscholar.org/paper/a879b8d61f9c70e36c910fb4adcfb1a77e4576d9

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Citations in the corpus

Assessment revisited: a review of research in Assessment and Evaluation in Higher Education (2016, background): “Assessment practices have an important role in the quality of learning (Atkins 1995; Fernandes, Flores, and Lima 2012; Flores et al. 2014) and influence the ways in which students perceive learning (Brown and Knight 1994; Drew 2001).”
Engaging students in learning: findings from a study of project-led education (2014, background): “Student assessment in PLE focuses not only on the product, but also on the learning process (Fernandes, Flores, and Lima 2012a, 2012b).”
Student-centred learning: the role and responsibility of the lecturer (2014, background): “Teaching within higher education has undergone a pedagogical shift in recent years, with new approaches to improve student motivation, autonomy and achievement (Fernandes, Flores, and Lima 2012).”