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Portfolio assessment in engineering: Student perspectives on effective implementation

journal contribution
posted on 09.07.2019, 00:00 by Benjamin Taylor, Lois Harris, Joanne Dargusch
Learning professional skills through exposure to real-world contexts demands sophisticated assessment practices. However, complex and often novel genres can be daunting for undergraduate students. This study examined student perspectives as they engaged in Portfolio assessment for the first time within a core undergraduate engineering unit. 42 students were surveyed (27%) with 11 participating in a follow-up telephone interview. Students rated content derived from their contributions to team projects as the most valuable component of their portfolio in terms of demonstrating the unit learning outcomes and developing the skills and dispositions needed in professional practice. The team structure of many learning opportunities encouraged students to collaborate and to draw on each other as instructional resources. The data indicated it is highly worthwhile for instructors to develop static resources that reduce students' need to contact instructors with trivial questions, though lecturer contact was deemed essential and effective for comprehending more complex tasks.

Funding

Other

History

Volume

6

Issue

2

Start Page

1

End Page

21

Number of Pages

21

eISSN

2155-4978

ISSN

2155-496X

Publisher

IGI Global, US

Peer Reviewed

Yes

Open Access

No

Era Eligible

Yes

Journal

International Journal of Quality Assurance in Engineering and Technology Education (IJQAETE)