Cao, Y., & Case, J., & Wu, J., & Liang, B. (2022, August), Investigating student and faculty perceptions of a new assessment system for Project-Based Learning  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41072

\bibitem{asee_peer_41072}
  Cao, Y., \& Case, J., \& Wu, J., \& Liang, B. (2022, August), \emph{Investigating student and faculty perceptions of a new assessment system for Project-Based Learning}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41072

Yi Cao, Jennifer Case, Jingshen Wu, and Bingzhuo Liang.  "Investigating student and faculty perceptions of a new assessment system for Project-Based Learning".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/41072 Internet.  24 Apr, 2024

\bibitem{asee_peer_41072}
  Yi Cao, Jennifer Case, Jingshen Wu, and Bingzhuo Liang.
  "Investigating student and faculty perceptions of a new assessment system for Project-Based Learning".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/41072 Internet.  24 Apr, 2024

@INPROCEEDINGS{asee_peer_41072
author = "Yi Cao, Jennifer Case, Jingshen Wu, and Bingzhuo Liang"
title = "Investigating student and faculty perceptions of a new assessment system for Project-Based Learning"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/41072}
number = {10.18260/1-2--41072}
}

TY  - CPAPER
AB  - Project-Based Learning (PjBL) is an approach to designing curricula through inductive learning methods and typically utilizes active learning pedagogies. This study investigates the experiences of students and faculty at a new engineering school in China that had adopted the PjBL approach and created a new assessment system, which it terms the Comprehensive Ability Assessment Radar Map. This assessment system focuses on students' weekly reflective submissions during the project and involves instructors' evaluation of students' knowledge and motivation, communication, practical skills, thinking skills, responsibility, and project execution. This paper reports a qualitative interview-based case study investigating student and faculty perceptions of the new assessment system. We interviewed ten students (out of a class of 33) and six faculty (all PjBL instructors) about their perceptions of the assessment system. The analysis of the student interviews showed their concerns about the turnaround time of weekly assessments and the quality and objectivity of the feedback. The study of the faculty interviews captured the debate about the weighting of the items in the assessment system. However, it also supported the model that progressively de-emphasizes knowledge acquisition compared to professional skills. Concerning the assessment itself, faculty were divided on whether objective or subjective evaluations are desirable and on the feedback interval. 
AU  - Yi Cao
AU  - Jennifer Case
AU  - Jingshen Wu
AU  - Bingzhuo Liang
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Investigating student and faculty perceptions of a new assessment system for Project-Based Learning
UR  - https://peer.asee.org/41072
DO  - 10.18260/1-2--41072
ER  -