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    Milestone - based assessment: an alternative continuous assessment strategy for laboratory learning outcomes

    131065_PID%20131065%20'Milestone'%20Euan%20Lindsey.pdf (42.25Kb)
    Access Status
    Open access
    Authors
    Lindsay, Euan
    Date
    2008
    Type
    Conference Paper
    
    Metadata
    Show full item record
    Citation
    Lindsay, Euan. 2008. Milestone - based assessment: an alternative continuous assessment strategy for laboratory learning outcomes, in Mann, L. and Thompson, A. and Howard, P. (ed), Proceedings of 19th Annual Conference on the Australasian Association for Engineering Education: To Industry and Beyond, Dec 7 2008, pp. 577-578. Barton, A.C.T.: Institution of Engineers.
    Source Title
    Proceedings of Australasian Association for Engineering Education 2008 Conference
    Source Conference
    Australasian Association for Engineering Education 2008 Conference
    Additional URLs
    http://search.informit.org/documentSummary;dn=316929189744744;res=IELENG
    Faculty
    Faculty of Science and Engineering
    Department of Mechanical Engineering
    School of Civil and Mechanical Engineering
    URI
    http://hdl.handle.net/20.500.11937/27446
    Collection
    • Curtin Research Publications
    Abstract

    Engineering programs often feature units that contain a semester-long laboratory project, in which students complete an extended piece of work throughout the full duration of the semester. This paper presents an alternative assessment approach called “Milestone-Based Marking”. As students make incremental progress they can claim incremental marks, and are able to receive incremental feedback on their progress. Each of the milestones is rated for difficulty – Easy, Standard, Hard or Challenging. Easy milestones require less effort than Hard milestones, providing students with a clear guide as to how best to invest their time and effort. This approach changes the nature of the assessment from a purely summative process to a largely formative process. This approach has been used successfully across a number of units, with students indicating that they believe that the approach is fair, and that it better supports their learning.

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