Formative exercises Practical surveying On-line tutorials
Problem-solving and critical thinking is promoted through various modules; for example in Inter-Disciplinary Project and Inter-Professional Studies we mesh multidisciplinary infrastructures by putting students from different disciplines into realistic work teams; and engineer mission-critical critical thinking by empowering them to generate authentic solutions to real-life scenarios.
36 In addition to the formal lectures, tutorials, laboratory sessions and hands-on
computer classes will be are embedded in the delivery to help to reinforce the learning process. The feedback and progress assessment, extracurricular seminars, field trips and the involvement of industry experts as guest speakers will be enhanced to enrich the learning experience and students’ knowledge of current issues within the construction industry.
The Leeds Sustainability Institute and CeBe organise workshops and seminars where industry practitioners convene to tackle topics on the low carbon and sustainability and many other challenges to effective management of the construction process. For instance, leading companies and construction legal experts held a workshop in the Rose Bowl to share experiences on some of the challenges the industry faces in view of the impending European Safety
legislation. Students who attended the workshop asked for handouts and information was also posted on Mybeckett for students who could not make the meeting.
At level 6, every year, industry practitioners are invited to assess students and provide feedback on their final year management and design project
presentations.
These arrangements offer a varied learning and teaching experience for students. In this regard, the course is quite unique in that we draw on the input of industry relevant practice into our curriculum. We are confident that students develop vocational skills and have a real understanding and
appreciation of the role of a Quantity Surveyor in the construction industry.
46 Use of VLE Extensive use is made of the VLE. The university has a Virtual Learning Environment, Blackboard Vista. This is branded as Mybeckett and
supports the university’s Assessment, Learning
& Teaching Strategy in respect of technologically-enhanced learning. The university encourages the use of Mybeckett across all courses. The course team recognises the need to provide a diverse and flexible learning environment and continues to expand the use of Mybeckett across the course.
47 Use of Blended Learning Individual modules may link to and make use of external resources such as videos, Open
Educational Resources, authoritative websites, etc. via Mybeckett
37 48 Assessment Strategy
A range of assessment methods will be used. These include; presentations, portfolios, reflective practice assignments, negotiated learning contracts, reports, phase tests, examinations.
Assessment is used to support student learning as well as to assess it. This is achieved by being clearly linked to and aligned with Learning Outcomes and providing opportunities to build on feedback.
A varied diet of assessment is provided, including: coursework assignments;
presentations; practical work; reports; essays; group projects; individual projects; phase tests’ and end examinations. The assessment strategy is based on a transition from summative assessment of knowledge and understanding through examination and phase tests at level 4s, to increasing application through projects and group work at Level 5 using assessments that prepare students for learning about the reality of the future workplace and wider society. At Level 4 formative assessment is achieved through self-assessed tutorial exercises. At Level 5 and level 6 there is a move to assessment of application through self-directed management of project-based work and working in teams to derived common solutions
Where appropriate innovative assessments are used. One example of this, inter alia, is in the module “Experiential Learning L6” part-time students use an on-line e-portfolio to evidence competency utilising the Professional Body Competencies. They also prepare and present a case study again utilising a real-world case on which they have worked from their employment. This is intended to simulate the PSRB Assessment of Professional Competence and hence cultivate life-long learning outcomes. The module is largely student-driven, students can self-select from a range of different hand-in dates to facilitate their own individual workloads, both University and employment.
There is also an on-line system for students to book surgery sessions with the tutor.
49 Feedback on Assessment The course strategy is that all assessed coursework will be returned to students with comments within three weeks. Every module leader will dedicate some tutorial feedback sessions. Such sessions will include individual feedback, provided verbally and in written form. Where elements of group work are involved, then general feedback on the
38 performance of a group submission will also
be given to the students.
Feedback on formative, online, assessments can be provided immediately. This will enable the student to review their answers and understand where they were mistaken and also provide a platform for them to question the tutors as to the reasoning behind the answers.
Feedback on summative assessments will be provided by the module tutor. Feedback may include annotated scripts, model answers, and audio feedback. Where possible sessions will be held to discuss the feedback with students and how they can use this to improve their performance in future modules and assessments.
In the induction students are given examples of feedback and what constitutes feedback is explained to them so they can better
understand the information presented to them and its importance.
The course leader will review the methods of feedback throughout the modules and check for the student’s understanding of it
throughout the course.
39 50 Assessment Method Mapping – Please enter % weighting for a maximum of two
pieces of summative assessment per module. Add additional rows for available option choices.
Module Titles
Core (Y) Report End Exam Phase Examination project Essay Presentation Dissertation Online presentation
Domestic Construction Technology, level 4
Y 50 50
Legal Frameworks and Regulation, level 4
Y 50 50
Documentation and Estimating for Quantity Surveyors, level 4
Y 50 50
Introduction to Commercial Economics, level 4
Y 50 50
IT Applications for Professionals, level 4
Y 70 30
Design Economics, level 4 Y 80 20
Measurement, level 5 Y 60 40
Non-Domestic Construction Technology, level 5
Y 50 50
Measurement and Estimating level 5
Y 50 50
Project Management level 5 Y 50 50
Construction Contracts , level 5
Y 75 25
40 Built Environment level 6
Y 50 50
51 How is feedback from students