Jacobs, C and Miller, S (2003) An integrated approach to project work: An exploration of assessment practices from lecturer perspectives. Journal of Engineering, Design and Technology, 1(1), pp. 75-87. ISSN 1726-0531
Abstract
Peninsula Technikon has for the past few years engaged in a review of their current qualifications with a view to transforming these curricula into Outcomes Based Education (OBE) format with learning specified in terms of broad, exit level outcomes. In turn the subjects making up these programmes were further broken down into enabling and sub‐enabling learning outcomes. The institution is currently engaged in designing tasks and assessment criteria which attempt to piece together these learning outcomes into projects which integrate student learning and introduce reflective assessment practices. The process underlying the design of these integrated projects has necessitated collaborative planning and assessment among academic staff at various levels of each programme. Through this process staff have grappled with and puzzled over the realities of implementing OBE at classroom level. This paper focuses on an integrated project designed for the exit level of the Civil Engineering diploma programme and explores the assessment practices from lecturer perspectives through unstructured focus group discussions, as well as individual, structured questionnaires and interviews. The outcomes of this research are presented as work in progress and tentative recommendations will be made regarding the implementation of integrated projects.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | outcome based education; assessment; curriculum design; integrated taskpb - mcb up ltd |
| Index terms: | implementation, learning outcome, focus group, exploration, classroom, questionnaire, integrated approach, programme, interview, qualification, collaborative planning |
| Subjects: | environmental resource management, contractual arrangements, educational resources, data collection methods, project controls, student development, urban planning, construction type |
| Topics: | Construction Technology, Procurement, Sustainability, Research Practice, Governance, Time Control, Education |
| Descriptive scope: | 4 PCEA |
N.B. Descriptive scope is a count of how many of the five facets of empirical research are indicated by the words used in title, abstract and keywords. It is not intended as a judgement on the research; merely a count of the kind of word we would expect to indicate Phenomenon, Concepts, Theoretical framing, Empirical techniques, Analytical techniques. If all five are present, then a code of “5 PCTEA” will indicate this. If you feel the coding for this record is questionable, we welcome discussion around the terms we matched or the way we categorized them. The facet you would expect may not be coded, or a facet may be coded inappropriately. This can also bear on a larger question, of which facets should be treated as defining in construction management research. Please get in touch, and we will look at it. More details here