New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
Design in Engineering Education
This research focus on evaluating assessment practices in design based learning environment. The School of Engineering at xxx University practices design based learning as one of its learning and teaching approach. When identifying graduate attributes particularly for undergraduate engineering programs in Australia, the program accrediting body Engineers Australia (EA) initiates a set of attribute elements mentioned in “Stage1 competencies and elements of competency”. It states that one of the important engineering application ability is ‘application of systematic engineering synthesis and design processes’. This research study examines students’ experiences of assessment practices in their curriculum through an online survey given to the same cohort of students in third year and fourth year undergraduate engineering.
The third year students’ practices partial design based learning approach and fourth year students’ practices full design based learning approach. The variable level of involvement of the design components in the teachings of the two different type of units will help the authors to assess the students’ experiences on assessment practices based on the adopted level of design based learning approach. It also helps students to develop their learning objectives and enhance their learning outcomes. This study was performed over two years with the cohort of students in third year and followed up in final year in a relevant unit. This survey is performed on same cohort of students enrolled in the third year unit ‘Reinforced Concrete Structures (SEV353)’ in Trimester T2-2014 and in fourth year unit ‘Advanced Structural Design (SEV454)’ in Trimester T1-2015. Both the units have same unit chair coordinates the unit delivery and assessment. The assessment tasks for SEV353 are one design project (30%), one laboratory report (15%), and final examination (55%), hence considered as partial DBL unit. However, the assessment tasks for other fourth year unit SEV454 in civil engineering that have two design projects (50% each), and hence considered as full design based learning units. The cohort of students enrolled in Advanced Structural Design (SEV454) in T1-2015, who had completed the pre requisite unit of Reinforced Concrete Structures (SEV353), in T2-2014. By analyzing online survey, the research illustrated the perceptions of students experiences on partial DBL and Full DBL learning practices. From the analysed quantitative results, this research will discuss about students preference on better assessment practices, which helps them to develop their team learning objectives and enhance the learning outcomes for future career.
Chandrasekaran, S., & Al-Ameri, R. I. (2016, June), Evaluating Assessment Practices in Design-Based Learning Environment Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26749
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