Jefferies, M; Chen, S E and Conway, J (2002) Assessment of professional competence in a construction management problem-based learning setting. Construction Economics and Building, 2(1), pp. 47-56. ISSN 2204-9029
Abstract
This paper discusses the congruence between problem-based learning (PBL) and competency-based assessment and describes how competency-based assessment has been implementedin a professional construction management programme. The design and underlying principles of assessment approaches used to determine students' professional competence through use of professional standards to frame learning and assessment arediscussed. Through presentation of preliminary findings of a case study that explores staff and student experiences in the construction management programme, the authors describe the issues and challenges they have encountered in implementing competency-based assessment in a PBL programme within the context of higher education.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | problem-based learning ; competency-based assessment; case study; education |
| Index terms: | competency-based assessment, competence, student experience, higher education, programme, problem-based learning, case study |
| Subjects: | project controls, professional development, teaching methods, student development, data collection methods, personnel development, educational institutions |
| Topics: | Information Management, Time Control, Education, Human Resources, Research Practice |
| Descriptive scope: | 2 CE |
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