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    An alternative approach to student assessment for engineering–laboratory learning

    Access Status
    Fulltext not available
    Authors
    Lal, S.
    Lucey, Anthony
    Lindsay, E.
    Sarukkalige, Priyantha Ranjan
    Mocerino, Mauro
    Treagust, David
    Zadnik, Marjan
    Date
    2017
    Type
    Journal Article
    
    Metadata
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    Citation
    Lal, S. and Lucey, A. and Lindsay, E. and Sarukkalige, P.R. and Mocerino, M. and Treagust, D. and Zadnik, M. 2017. An alternative approach to student assessment for engineering–laboratory learning. Australasian Journal of Engineering Education. 22 (2): pp. 81-94.
    Source Title
    Australasian Journal of Engineering Education
    DOI
    10.1080/22054952.2018.1435202
    ISSN
    1324-5821
    School
    School of Civil and Mechanical Engineering (CME)
    Funding and Sponsorship
    http://purl.org/au-research/grants/arc/DP140104189
    URI
    http://hdl.handle.net/20.500.11937/66642
    Collection
    • Curtin Research Publications
    Abstract

    Assessment of students’ performance in laboratory activities evaluates students’ achievements and weaknesses in practical work. This is vital from both student and institutional perspectives. Pra ctical skills assessment methods evaluate students on three major components: the ability to collect data and perform calculations, to analyse the cause of failures in the process, and finally students’ active engagement and participation in the practical work. A conventional, report-based, assessment method combined with an alternative method, termed in-class assessment, were developed and used for second-year Fluid Mechanics laboratory work. In this article, we describe these two approaches and present the results of a quantitative investigation of students’ responses. Students expressed similar experience and satisfaction levels for each of the assessment methods that measured the attainment of different but essential personal and professional skills stipulated by the professional body for students graduating with an engineering degree. These skills include the development of research skills, conceptual understanding, application of techniques, preparing a report, team working abilities and the communication skills needed to interact with peers and demonstrators effectively. This article shows that the use of in-class assessment can serve as a useful complement to conventional report-based assessment methods ensuring optimal laboratory learning for students across engineering knowledge and skills areas.

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