ERIC Number: EJ940421
Record Type: Journal
Publication Date: 2004
Abstractor: As Provided
Reference Count: 7
Changing Assessment Practice in Engineering: How Can Understanding Lecturer Perspectives Help?
McDowell, Liz; White, Su; Davis, Hugh C.
European Journal of Engineering Education, v29 n2 p173-181 2004
Assessment in engineering disciplines is typically oriented to demonstrating competence in specific tasks. Even where assessments are intended to have a formative component, little priority may be given to feedback. Engineering departments are often criticized, by their students and by external quality reviewers, for paying insufficient attention to formative assessment. The e[superscript 3]an project set out to build a question bank of peer-reviewed questions for use within electrical and electronic engineering. As a part of this process, a number of engineers from disparate institutions were required to work together in teams, designing a range of assessments for their subject specialisms. The project team observed that lecturers were especially keen to develop formative assessment but that their understanding of what might be required varied considerably. This paper describes the various ways in which the processes of the project have engaged lecturers in actively identifying and developing their conceptions of teaching, learning and assessment in their subject. It reports on an interview study that was conducted with a selection of participants. It is concluded that lecturers' reflections on and understanding of assessment are closely related to the nature of the subject domain and that it is essential when attempting to improve assessment practice to start from the perspective of lecturers in the discipline.
Descriptors: Feedback (Response), Student Evaluation, Formative Evaluation, Program Effectiveness, Engineering Education, Educational Change, Teacher Attitudes, Peer Evaluation, Energy, College Faculty, Foreign Countries
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom