ERIC Number: EJ1163479
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Mandatory Coursework Assignments Can Be, and Should Be, Eliminated!
Haugan, John; Lysebo, Marius; Lauvas, Per
European Journal of Engineering Education, v42 n6 p1408-1421 2017
Formative assessment can serve as a catalyst for increased student effort and student learning. Yet, many engineering degree programmes are dominated by summative assessment and make limited use of formative assessment. The present case study serves as an example on how formative assessment can be used strategically to increase student effort and improve student learning. Within five courses of an engineering bachelor degree programme in Norway, the mandatory coursework assignments were removed and replaced by formative-only assessment. To facilitate the formative assessment, weekly student peer-assessment sessions were introduced. The main findings include an increase in student study hours and improved student performance on the examinations. Finally, interviews were conducted by an external consultant in an effort to identify key factors that attributed to the positive outcome.
Descriptors: Formative Evaluation, Assignments, Engineering Education, Student Motivation, Undergraduate Students, Foreign Countries, Evaluation Methods, Peer Evaluation, Study Habits, Grades (Scholastic), Interviews, Program Effectiveness, Summative Evaluation, Case Studies, Tests
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: Norway
Grant or Contract Numbers: N/A