Student’s views of assessment in project-led engineering education: findings from a case study in Portugal
Autor(a) principal: | |
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Data de Publicação: | 2012 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/1822/18817 |
Resumo: | According to the demands of the Bologna process, new educational methods and strategies are needed in order to enhance student-centred learning. Project work is one of those approaches. This paper aims to evaluate the impact of project-led education (PLE) on students’ learning processes and outcomes, within the context of a first-year engineering programme. It explores students’ perceptions about assessment procedures and processes. Data collection was based on individual surveys at the end and the beginning of each PLE edition and through focus groups, after a period of six months. Findings are presented according to emerging themes from the data analysis, focusing mainly on students’ perspectives of learning and assessment, the role of formative and summative assessments in PLE and their impact on learning. Implications for improving assessment practices are discussed. |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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7160 |
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Student’s views of assessment in project-led engineering education: findings from a case study in PortugalHigher educationAssessmentProject-based learningStudents’ perceptionsSocial SciencesAccording to the demands of the Bologna process, new educational methods and strategies are needed in order to enhance student-centred learning. Project work is one of those approaches. This paper aims to evaluate the impact of project-led education (PLE) on students’ learning processes and outcomes, within the context of a first-year engineering programme. It explores students’ perceptions about assessment procedures and processes. Data collection was based on individual surveys at the end and the beginning of each PLE edition and through focus groups, after a period of six months. Findings are presented according to emerging themes from the data analysis, focusing mainly on students’ perspectives of learning and assessment, the role of formative and summative assessments in PLE and their impact on learning. Implications for improving assessment practices are discussed.Taylor and FrancisUniversidade do MinhoFernandes, SandraFlores, Maria AssunçãoLima, Rui M.2012-032012-03-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/1822/18817eng0260-293810.1080/02602938.2010.515015http://dx.doi.org/10.1080/02602938.2010.515015info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-07-21T12:14:50Zoai:repositorium.sdum.uminho.pt:1822/18817Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T19:07:11.602511Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Student’s views of assessment in project-led engineering education: findings from a case study in Portugal |
title |
Student’s views of assessment in project-led engineering education: findings from a case study in Portugal |
spellingShingle |
Student’s views of assessment in project-led engineering education: findings from a case study in Portugal Fernandes, Sandra Higher education Assessment Project-based learning Students’ perceptions Social Sciences |
title_short |
Student’s views of assessment in project-led engineering education: findings from a case study in Portugal |
title_full |
Student’s views of assessment in project-led engineering education: findings from a case study in Portugal |
title_fullStr |
Student’s views of assessment in project-led engineering education: findings from a case study in Portugal |
title_full_unstemmed |
Student’s views of assessment in project-led engineering education: findings from a case study in Portugal |
title_sort |
Student’s views of assessment in project-led engineering education: findings from a case study in Portugal |
author |
Fernandes, Sandra |
author_facet |
Fernandes, Sandra Flores, Maria Assunção Lima, Rui M. |
author_role |
author |
author2 |
Flores, Maria Assunção Lima, Rui M. |
author2_role |
author author |
dc.contributor.none.fl_str_mv |
Universidade do Minho |
dc.contributor.author.fl_str_mv |
Fernandes, Sandra Flores, Maria Assunção Lima, Rui M. |
dc.subject.por.fl_str_mv |
Higher education Assessment Project-based learning Students’ perceptions Social Sciences |
topic |
Higher education Assessment Project-based learning Students’ perceptions Social Sciences |
description |
According to the demands of the Bologna process, new educational methods and strategies are needed in order to enhance student-centred learning. Project work is one of those approaches. This paper aims to evaluate the impact of project-led education (PLE) on students’ learning processes and outcomes, within the context of a first-year engineering programme. It explores students’ perceptions about assessment procedures and processes. Data collection was based on individual surveys at the end and the beginning of each PLE edition and through focus groups, after a period of six months. Findings are presented according to emerging themes from the data analysis, focusing mainly on students’ perspectives of learning and assessment, the role of formative and summative assessments in PLE and their impact on learning. Implications for improving assessment practices are discussed. |
publishDate |
2012 |
dc.date.none.fl_str_mv |
2012-03 2012-03-01T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/1822/18817 |
url |
http://hdl.handle.net/1822/18817 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
0260-2938 10.1080/02602938.2010.515015 http://dx.doi.org/10.1080/02602938.2010.515015 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Taylor and Francis |
publisher.none.fl_str_mv |
Taylor and Francis |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
repository.mail.fl_str_mv |
|
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1799132489974808576 |