The role of self and peer appraisal in construction education and its contribution to the concept of life long learning

The importance of life long learning has become a central focus for professional bodies in the construction industry. It is recognized that if the traditional professions are to prosper in the new millennium then individuals and organizations must be flexible and proactive in their approach to learning. In response to this cultural shift universities are offering CPD programmes and higher degrees which are specifically aimed at professionals currently employed in the construction industry. A research project undertaken at Sheffield Hallam University over two years has established that innovative teaching and assessment methods are particularly suited to improve the quality of learning for construction industry professionals reading for postgraduate qualifications. The process has resulted in the production of reflective practitioners who are most capable of making a valued contribution to their host organizations. This paper examines the challenges of teaching academic based subjects to a diverse postgraduate population. Cognitive psychology is used to model how students learn whilst qualitative and quantitative methods of data collection are employed to evaluate the teaching techniques. If students are to add value to their companies the need for a strong semantic knowledge is important. This is in contrast to the temporal-contextual knowledge often associated with traditional teaching and examination revision. A practical two stage model of learning is investigated that includes Computer-based Learning, self and peer appraisal.