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ERIC Number: EJ1071711
Record Type: Journal
Publication Date: 2015
Pages: 10
Abstractor: As Provided
ISSN: ISSN-1470-3297
Can Teaching Be Evaluated through Reflection on Student Performance in Continuous Assessment? A Case Study of Practical Engineering Modules
McNabola, Aonghus; O'Farrell, Ciara
Innovations in Education and Teaching International, v52 n5 p464-473 2015
Research and practice is presented on the use of student assessments as part of reflective practice to evaluate teaching. Case studies are presented in the delivery of Engineering modules across a number of years at undergraduate and postgraduate levels. Both student performance in continuous assessment and student feedback on assessments highlighted the need for a shift in techniques from end-of-year examination to field-based continuous assessment. Data collected on student feedback highlighted their appreciation for the value of field-based continuous assessments on their learning and showed that it clearly fostered engagement. Student assessments in written examinations failed to adequately determine their ability to meet key learning outcomes specific to these modules.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A