Collaborative design of assessment criteria to improve undergraduate student engagement and performance. (4th May 2017)

• Record Type: Journal Article
• Authors: Leslie, Laura J.; Gorman, Paul C.
• Is Part Of: European journal of engineering education. Volume 42:Number 3(2017)
• Page Start: 286
• Page End: 301
• Publication Date: 2017-05-04
• Subjects: Assessment design -- marking matrix -- student-centred -- mechanical engineering -- logbook; Engineering -- Study and teaching -- Periodicals; 620.007114
• DOI: 10.1080/03043797.2016.1158791
• Languages: English
• ISSNs: 0304-3797

Abstract

ABSTRACT: Student engagement is vital in enhancing the student experience and encouraging deeper learning. Involving students in the design of assessment criteria is one way in which to increase student engagement. In 2011, a marking matrix was used at Aston University (UK) for logbook assessment (Group One) in a project-based learning module. The next cohort of students in 2012 (Group Two) were asked to collaboratively redesign the matrix and were given a questionnaire about the exercise. Group Two initially scored a lower average logbook mark than Group One. However, Group Two showed the greatest improvement between assessments, and the quality of, and commitment to, logbooks was noticeably improved. Student input resulted in a more defined, tougher mark scheme. However, this provided an improved feedback system that gave more scope for self-improvement. The majority of students found the exercise incorporated their ideas, enhanced their understanding, and was useful in itself.