Contents
Presenters
Dr Tala El Samad – Lecturer in Thermo-Fluids for Energy Systems
Talk
The lightning talk is in relation to a new assessment method that allows students to engage with the demonstration aspect of an engineering module as opposed to either not attend and submit a traditional report (with high degrees of collusion).
Student engagement in engineering education is crucial for developing practical skills, yet traditional assessment methods, such as lab reports, quizzes, and exams can fail to inspire motivation. This lightning session explores a shift from a conventional lab report to a demonstration-based assessments designed to enhance engagement, and practical understanding.
The session will outline previous assessment approaches for a specific undergraduate engineering module, highlighting the challenges of low engagement and surface learning in lab-based tasks. This leads on to the rationale for redesigning assessment to prioritise active learning experiences. The new approach, which replaces individual reports with analytical, practical and, competency-based evaluations, encourages students to apply engineering concepts in real-time scenarios. The assessment model being tiralled is one which students complete an in-perso, lab-based assignment immediately following a live demonstration, applying practical skills learned through prior engagement with online resources. Some key insights on student response, performance, and lessons learned from the transition are drawn. The session aims to provide a case study on implementing practical, group-based assessments, fostering student-centered learning in higher education.
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Open in new tab References
Biggs, J., Tang, C. and Kennedy, G., 2022. Teaching for quality learning at university 5e. McGraw-hill education (UK).
Gibbs, G., 2010. Using assessment to support student learning. Leeds Met Press.
