What students value most to support portfolio assessment in project-based learning environments

Purpose: New assessment types can be distracting to students but sophisticated assessments are often necessary to learn professional skills in relevant contexts. Methodology: 42 students were surveyed (27% response rate) from a first-year project-based learning unit to measure their opinions about the value of components of their portfolio assessment and the support tools provided. Important findings: These data suggest students appreciated having opportunities to discuss ideas and collaborate with others. Students also valued assessment tasks and resources which they felt were helpful in developing the skills and dispositions they would need in their future engineering career. Conclusions: It is highly worthwhile for lecturers to invest time in developing quality static resources such as exemplars as students do use and value these over more time-consuming personal communication.