Linking engineering students’ assessment preferences to their learning approaches

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Title Linking engineering students’ assessment preferences to their learning approaches
Author Stewart, Rodney Anthony; Salzmann, Angela
Publication Title Proceedings of the 2011 AAEE Conference
Editor A/Prof Euan Lindsay and Dr Yasir M. Al-Abdeli
Year Published 2011
Place of publication Perth, Australia
Publisher Causal Productions
Abstract The very nature of an Engineer implies that one has an inherent passion for investigation and problem solving. The secondary school system and to some extent the traditional university system is focused on teacher-centred learning; however, this approach does not ideally foster deep learning approaches, research-based learning (RBL) and teamwork that are vital attributes of any graduate engineer. Previous studies have confirmed that engineering students thrive and feel comfortable with traditional teacher-centred learning, which is focused on exams, and rote learning. These research studies instigated a strong resolve of many engineering educators to implement project/problem-based learning (PBL) approaches in program curriculum in order to enhance graduate outcomes. This study offers one of the first attempts to link engineering students’ approaches to learning with their assessment type preferences. The study empirically confirmed the proposition that deep learners also had a greater preference for deep assessment items and surface learners preferred surface assessment methods. Surface learners ranked both surface and deep assessment items on average lower than deep learners, indicating that surface learners do not have the same level of engagement in their learning through assessment in general. The paper concludes with some recommendations for engineering education policy and practice.
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Copyright Statement Copyright remains with the authors 2011. The attached file is posted here with permission of the copyright owner[s] for your personal use only. No further distribution permitted. For information about this conference please refer to the publisher’s website or contact the authors.
Conference name Australasian Association of Engineering Education (AAEE) 2011 ConferenceAAEE 2011
Location Fremantle, Western Australia
Date From 2011-01-05
Date To 2011-01-07
Date Accessioned 2012-01-09; 2012-03-12T05:51:07Z
Faculty Faculty of Science, Environment, Engineering and Technology
Subject Science, Technology and Engineering Curriculum and Pedagogy
Publication Type Conference Publications (Full Written Paper - Refereed)
Publication Type Code e1

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