This report describes the results of a project which aimed to make students full partners in the teaching and assessment of an Enquiry-Based/Problem-Based Engineering Mathematics course. Students worked in small groups using Problem-Based Learning (PBL) to specialize in a particular part of the course syllabus. They then taught their specialist part to their peers, and designed a suitable assessment by which their peers’ learning was gauged. The desired outcome was to empower students' learning through having them experience the entire ‘life cycle’ of a taught course module, from preparation, through delivery to final assessment. The student-assigned assessment was the most innovative aspect of the entire project. The assessment results obtained were robust compared to more traditional lecturer-assigned assessment procedures.
|Place of Publication||Manchester|
|Number of pages||31|
|Publication status||Published - 2006|
|Publisher||Centre for the Excellence in Enquiry-Based Learning, University of Manchester|
- student assessment methods
- engineering mathematics