PUBLICATIONS

  • ISSN No. Print
  • ISSN No. Online
  • Registration No.
  • Periodicity
  • Print
  • Online
  • Website

Evaluation of Assessment Method to Incorporate Graduate Attributes in Building Surveying Module

DOI
10.15415/jotitt.2016.42008

AUTHORS

Sandeep Chowdhry, Celine Garnier

ABSTRACT

This study aims at finding out whether an alternate assessment strategy in Sustainable Developments module to improve the student’s employability skills and qualities. The exploratory studies, quantitative and qualitative questions acted as a data gathering instruments. The findings showed a need to change the current assessment strategy for Sustainable Developments module, proposed a new assessment approach and evaluated it. The research infers the studied institution should encourage academic staff to get familiar with the effective learning strategies, students learning styles and how to assess an assessment plan with graduate attributes model. A suggested direction for further research is to create an assessment model based on the students learning styles, assessment strategies and the workload information.

KEYWORDS

Graduate Attributes, Problem-Based Learning, Assessment Strategy, Employability Skills, Assessment Evaluation.

REFERENCES

  • Benzies, A. (2011) EDU11114 – Assessment, Evaluation and Support - Module Handbook.
  • Biggs,J. (1999). What the Student Does: teaching for enhanced learning. Higher Education Research & Development , 19 (1), 57–75. http://dx.doi.org/10.1080/0729436990180105.
  • Biggs, J. and Tang, C., (2007). Teaching for Quality Learning at University . Third Edition. Buckingham: The Society for Research into Higher Education and Open University Press.
  • Biggs, J., (2003). Teaching for quality learning at university . Second edition. Buckingham: The Society for Research into Higher Education and Open University Press.
  • Biggs, J. & Tang, C., (2007). Teaching for Quality Learning at University . Third Edition. Buckingham: The Society for Research into Higher Education and Open University Press.
  • Black, P.J., Harrison, C. (2004). Science Inside the Black Box: Assessment for Learning in the Science Classroom .
  • Bloom, B. S. et al, (1964). Taxonomy of Educational Objectives: the classification of edu - cational goals. Vol.2. London: Longman
  • Boud, D. (1986) Implementing student self assessment. Higher Education Research and Development Society of Australia. Green Guide No. 5.
  • Boud, D. (2000) Sustainable assessment: rethinking assessment for the learning society . Studies in Continuing Education, 22, 2, 151-167. http://dx.doi.or g/10.1080/713695728
  • Boud, D., Cohen, R. and Sampson, J. (1999) Peer learning and assessment . As - sessment and Evaluation in Higher Education, 24, 4, 413-426. http://dx.doi. org/10.1080/0260293990240405
  • Boud, D., & Feletti, G. (1997) The challenge of problem - based learning. (2nd ed.) London: Kogan Page.
  • Brown, S and Knight, P. (1994), Assessing Learners in Higher Education . London: Kogan Page.
  • Brown, S. (2004-2005) Assessment for learning . Learning and Teaching in Higher Educa - tion, 1, 81-89.
  • Brown, G.; Bull, J. and Pendlebury, M. (1997) Assessing student learning in higher edu - cation . London:Routledge.
  • Chambers, E. (1992) Workloads and the quality of student learning. Studies in Higher Ed - ucation, 17, 2, 141-154. http://dx.doi.org/10.1080/03075079212331382627
  • Cox, K. R. (1976) How did you guess? Or what do multiple choice questions measure? Medical Journal of Australia, 1, 884–886.
  • Cowan, J., (1998). On Becoming an Innovative University Teacher . Buckingham: The So - ciety for Research into Higher Education and Open University Press. 18. Crooks, T.J. (1988). The Impact of Classroom Evaluation Practices on Students. (14), 438–481. http://dx.doi.org/10.3102/00346543058004438
  • Cuseo, J. (1992) Cooperative learning: A pedagogy for diversity. Cooperative Learning & College Teaching, 3, 1, 2-6.
  • De Wilde, P and Pilkington, B. (2006) Education in environmental construction at the University of Plymouth: the Eco-House Project . Proceedings of PLEA2006 - The 23 rd Conference of Passive and Low Energy Architecture, Geneva, Switzerland. September 2006, 773-778.
  • Edinburgh Napier University. (2009). How was the Edinburgh Napier Graduate Attributes model developed? Retrieved July 19, 2015, from http://staff.napier.ac.uk/services/sas/stu - dent_development/EnhancingtheCurriculum/graduate_attributes/Pages/Howwasthemod - eldeveloped.aspx
  • Edinburgh Napier University (2010) Learning, Teaching and Assessment Strategy: 2010- 2015 . Available at: http://staff.napier.ac.uk/services/academicdevelopment/LTA/Docu - ments/LTA%20STRATEGY%202010-2015%20WEB.pdf. Last accessed: 08/07/13.
  • Edinburgh Napier University (2011a) Effective Learning and Teaching in Higher Educa - tion Contexts Module Handbook.
  • Edinburgh Napier University - ENU (2011 b) Edinburgh Napier University Strategy 2015 – Summary of Key Performance Indicators. Available at: http://staff.napier.ac.uk/services/ secretary/governance/govman/court/Documents/chair/Edinburgh%20Napier_KPI%20 Summary_20111114.pdf. Last accessed: 24/02/12
  • Edinburgh Napier University (2012a) Assessment Handbook: An integrative approach to enhancing our practice , October 2012.
  • Edinburgh Napier University (2012b) University Quality Framework Section1: the ap - proval of modules and programmes . Available at: http://staff.napier.ac.uk/services/sas/ academic_quality/ExternalExaminersArchive/Documents/Approval%20procedure%20 2012-13%20%28updated%20Aug%2012%29.pdf. Last accessed: 08/07/13
  • Edinburgh Napier University (2013) Guidance for completing the Module Descriptor . Available at: http://staff.napier.ac.uk/services/sas/academic_quality/QualityFramework/ Pages/Approvals.aspx. Last accessed: 08/07/13
  • Falchikov, N. (2002) In: Assessment: Case-studies, experience and practice from higher education Eds. Schwartz, P. and Webb, G. Chapter 9: ‘Unpacking’ Peer Assessment . Lon - don: KoganPage.
  • Garnier, C. (2011) Part 3: Module Descriptor Critique. EDU11105 Module 1: Effective Learning and Teaching in Higher Education Contexts.
  • Gibbs, G. (1992) Improving the quality if student learning . Bristol: Technical and Educa - tional Services.
  • Gibbs, G. (2006) In: Innovative Assessment in Higher Education Eds. Bryan C. & Klegg K. Chapter 2: How assessment frames student learning . Abingdon: Routledge
  • Gibbs, G; Habeshaw, S. and Habeshaw, T. (1992) 53 interesting ways to teach large class - es. Fourth edition. Bristol: Technical and Educational Services.
  • Higher Education Academy. (2011). Assessment Audit Tool. Retrieved March 2, 2015, from https://www.heacademy.ac.uk/resource/assessment-audit-tool
  • Hounsell, D. (2003). Student feedback, learning and development. , 67-78. Higher educa - tion and the lifecourse .
  • Johnstone, A. H. and Ambusaidi, A. (2000) Fixed response: what are we testing? Chemis - try Education: Research and Practice in Europe, 1, 3, 323–328. http://dx.doi.org/10.1039/ b0rp90014a
  • Juwah, C., Macfarlane-Dick, D., Matthew, B., Nicol, D., Ross, D., Smith, B., . (2004). Enhancing student learning through effective formative feedback . Retrieved from http:// ctlt.illinoisstate.edu/downloads/modules/design/enhancing_learning-through_formative_ Chowdhry, S. Garnier, C. 128 feedback.pdf
  • Kelvin H. K. Tan,K.H.K., Prosserc,M. (2004). Qualitatively different ways of differentiat - ing student achievement: a phenomenographic study of academics’ conceptions of grade descriptors. Assessment & Evaluation in Higher Education , 29 (3), 267–282. http://dx.doi. org/10.1080/0260293042000188230
  • Keppell, M., & Carless, D. (2006). Learning-oriented assessment: A technol - ogy based case study. Assessment in Education , 13 (2), 179–191. http://dx.doi. org/10.1080/09695940600703944
  • Klegeris, A., Hurren, H. (2011). Impact of problem-based learning in a large classroom setting: student perception and problem-solving skills. Advances in Physiology Education , 35 (4), 408–415. http://dx.doi.org/10.1152/advan.00046.2011
  • Kneale, P. And Collins, C. (1996) Study Skills for Psychology . London: Arnold.
  • Kolb, D. A., (1984). Experiential Learning: experience as the source of learning and de - velopment. New Jersey: Prentice Hall.
  • Lindberg-Sand,A., & Olsson,T. (2008). Sustainable assessment? Critical features of the assessment process in a modularised engineering programme. International Journal of Ed - ucation Research , 47 (1), 165–174. http://dx.doi.org/10.1016/j.ijer.2008.01.004
  • London: Kogan Page. Supporting Student Learning: Case Studies, Experience, and Prac - tice from Higher Education (2002).
  • McDowell, L., Wakelin, D., Montgomery, C., King, S. (2011). Does assessment for learn - ing make a difference? The development of a questionnaire to explore the student response. Assessment & Evaluation in Higher Education , 36 (7), 749–765. http://dx.doi.org/10.1080 /02602938.2010.488792
  • Miller, N. (2002). Alternative forms of formative and summative assessment . The Hand - book for Economics Lecturers. Online: http://www.economicsnetwork.ac.uk/handbook/ assessment. Last Accessed: 03/07/2013.
  • Nicol, D. (2007) E-assessment by design: using multiple-choice tests to good effect. Journal of Further and Higher Education, 31, 1, 53–64. http://dx.doi.org/10.1080/03098770601167922
  • Nicol, D. J. & Macfarlane-Dick, D. (2006) Formative assessment and self-regulated learn - ing: a model and seven principles of good feedback practice . Studies in Higher Education, 31, 2, 198–218. http://dx.doi.org/10.1080/03075070600572090
  • Pan, W., Murray, P, Cotton, D. and Garmston, H. (2012) Integrating research-informed teaching into sustainable construction education . Journal for Education in the Built Envi - ronment, 7, 1, 94-117. http://dx.doi.org/10.11120/jebe.2012.07010094
  • Quality Assurance Agency for Higher Education (2006). Code of practice for the assur - ance of academic quality and standards in Higher Education: Assessment of Students . Online: http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/Code-of- practice-Section-6.aspx. Last Accessed: 03/07/2013.
  • Quality Assurance Agency for Higher Education (2007). Integrative Assessment: blending assignments and assessments for high quality learning . Guide No. 3.
  • Ramsden, P., (2003). Learning to Teach in Higher Education . London: Routledge Falmer.
  • Roberts, A. (2007) Problem based learning in architecture. CEBE Briefing Guide No. 11. Cardiff: Centre for Education in the Built Environment.
  • Rodriguez, L. and Francisco Cano, F. (2007) The learning approaches and epistemological beliefs of university students: A cross-sectional and longitudinal study. Studies in Higher Education, 32, 4, 647-667. http://dx.doi.org/10.1080/03075070701573807
  • Sadlo, G. And Richardson J.T.E. (2003) Approaches to studying and perceptions of the academic environment in students following problem based and subject based cur - ricula. Higher Education Research and Development, 22, 253-274. http://dx.doi. org/10.1080/0729436032000145130
  • Scouller, K. (1998) The influence of assessment method on students’ learning approaches: - multiple choice question examination versus assignment essay . Higher Education, 35, 453–472. http://dx.doi.org/10.1023/A:1003196224280
  • Segers, M. and Dochy, F. (2001) New assessment forms in problem-based learning: the value-added of the students’ perspective. Studies in Higher Education, 26, 3, 327-343. http://dx.doi.org/10.1080/03075070120076291
  • Schmidt, N.; Norman, G. and Boshuzen, H. (1990) A cognitive perspective on medi - cal expertise: Theory and Implications. Academic medicine, 65, 611-621. http://dx.doi. org/10.1097/00001888-199010000-00001
  • Struyven,K., Dochy,F., & Janssens,S. (2005). Studentss’ perceptions about evaluation and assessment in higher education: a review. Assessment and Evaluation in Higher Education , 30 (4), 331–347. http://dx.doi.org/10.1080/02602930500099102
  • Teixeira-Dias, José J.C., Jesus, H.P., Souza, F.N., and Watts,M. (2005). Teaching for qual - ity learning in chemistry. International Journal of Science Education , 27 (9), 1123–1137. http://dx.doi.org/10.1080/09500690500102813
  • The Higher Education Academy (2011) Assessment Audit Tool - Centre for Bioscience. Online: http://www.bioscience.heacademy.ac.uk/ftp/resources/audit/assessment.pdf Last accessed: 03/07/2013.
  • The Higher Education Academy (2011) Employability Audit Tool - Centre for Bioscience. Online: http://www.bioscience.heacademy.ac.uk/ftp/resources/audit/employability.pdf Last accessed: 03/07/2013.
  • University of Reading (2013) Assessing large numbers of students . Available at: http:// www.reading.ac.uk/engageinassessment/assessing-large-groups/eia-assessing-large- groups.aspx. Last accessed: 25/06/13.
  • Wood, D.F. (2003) ABC of learning and teaching in medicine: problem-based learning . British Medicine Journal, 326, 328-330. http://dx.doi.org/10.1136/bmj.326.7384.328
  • Zakrzewski, S. and Bull, J. (1998) The mass implementation and evaluation of comput - er-based assessments. Assessment and Evaluation in Higher Education, 23, 2, 141-152. http://dx.doi.org/10.1080/0260293980230203.


Connect with us

Call for Papers Publication Policy Instructions to the Authors Paper Submission Subscription Form Copyright Form Author Profile Format Sample paper Recommend to a Librarian Patrons & Leadership

Refereed Research Journal

Plagiarism Checked by

Member of CrossRef

Indexing

Call for Papers

Invites Papers for next issue of Journal on Today's Ideas - Tomorrow's Technologies

Frequency

Journal on Today's Ideas - Tomorrow's Technologies is published
Bi - Annually

Number -1 June - November
Number - 2 December - May