Abstract
Students often feel that assessments are used primarily for grading purposes only. There is anecdotal evidence too that students are being over assessed in UK Higher Education (HE) given that it is common place for the curricula to be designed with formative and summative assessments in mind. This reflective case study aims to establish the link between the attainment of independent learning outcome and a new form of assessment that is based on three years of teaching a Project Management unit in two internationally leading Schools of Mechanical, Aerospace, and Civil Engineering in England and Singapore. Data from the observation of an operational unit specification reveals that depending on the timing within the schedule of the unit, summative assessment with appropriate feedback can be re-purposed as formative and summative. The implication being a paradigm shift in the design of unit specification for the purpose of attaining Intended Learning Outcomes (ILO) that enhance deep learning.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
