Innovative student assessment in engineering mathematics

Esther Ventura-Medina, Paul Grassia, Grant M. Campbell, Benjamin Embley, Julio Sacramento, Konstantinos Tseronis

Research output: Book/ReportCommissioned report

Abstract

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.
Original languageEnglish
Place of PublicationManchester
Number of pages31
Publication statusPublished - 2006

Publication series

NameCase Studies
PublisherCentre for the Excellence in Enquiry-Based Learning, University of Manchester

Fingerprint

mathematics
Students
engineering
student
learning
Life cycle
Teaching
syllabus
life cycle
small group
university teacher
experience
Problem-Based Learning

Keywords

  • student assessment methods
  • engineering mathematics

Cite this

Ventura-Medina, E., Grassia, P., Campbell, G. M., Embley, B., Sacramento, J., & Tseronis, K. (2006). Innovative student assessment in engineering mathematics. (Case Studies). Manchester.
Ventura-Medina, Esther ; Grassia, Paul ; Campbell, Grant M. ; Embley, Benjamin ; Sacramento, Julio ; Tseronis, Konstantinos. / Innovative student assessment in engineering mathematics. Manchester, 2006. 31 p. (Case Studies).
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Ventura-Medina, E, Grassia, P, Campbell, GM, Embley, B, Sacramento, J & Tseronis, K 2006, Innovative student assessment in engineering mathematics. Case Studies, Manchester.

Innovative student assessment in engineering mathematics. / Ventura-Medina, Esther; Grassia, Paul; Campbell, Grant M.; Embley, Benjamin; Sacramento, Julio; Tseronis, Konstantinos.

Manchester, 2006. 31 p. (Case Studies).

Research output: Book/ReportCommissioned report

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T1 - Innovative student assessment in engineering mathematics

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AU - Campbell, Grant M.

AU - Embley, Benjamin

AU - Sacramento, Julio

AU - Tseronis, Konstantinos

PY - 2006

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N2 - 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.

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Ventura-Medina E, Grassia P, Campbell GM, Embley B, Sacramento J, Tseronis K. Innovative student assessment in engineering mathematics. Manchester, 2006. 31 p. (Case Studies).