Project-based learning assessment methods: students influence on their learning

Project-based learning assessment methods:

students influence on their learning

Joseph Rizzuto

BSc MSc PhD CertEd CEng MICE MIStructE MCIHT School of Computing and Engineering

Overview

•

_Introduction

•

_{Project-based learning (PBL)}

•

_{PBL Assessments}

•

_{PBL Design Themes}

•

_{Students Influence on their learning}

•

_Feedback

Introduction

• _{Project-based learning (PBL) can simulate and reflect}

current construction industry practice.

• _{Many civil engineering design modules contain major}

elements of group work

– _{provide open-ended realistic project scenarios}

– _{aim to integrate knowledge from different subject areas.}

• _{The group work element of PBL reinforces}

collaboration and team-working

Project-based learning (PBL)

• _{In PBL different design options need to be explored}

and require students to

– _Research

– _{critically analyse and}

– _{communicate effectively.}

• _{These activities help build professional and practical skills}

necessary for learning

• _{Group design projects provide students with the opportunity}

PBL Assessment

• _{Assessment methods are essential tools used to}

measure learning.

• _{Assessment outcome is seen as a record of academic}

achievement that allows progression/award.

• _{Assessment tasks are devised so that they}

satisfactorily demonstrate achievement of the intended learning outcomes.

• _{Methods used influence and impact the nature of}

PBL Assessment

•

_{Devising the assessments for modules}

containing PBL requires careful consideration

– _{Frequently in group submissions, academically}

weaker students rely on their peers to produce the work.

– _{Disagreements, none or late production of work}

Tackling Assessment

• _{PBL modules at UWL are assessed via a number of group and}

individual submissions.

• _{The group submissions are covered by two or three group}

assignments.

• _{Each member of the group is awarded the group mark unless}

evidence is provided to the contrary.

• _{The individual submission is set to determine an individual's}

overall contribution.

– _{This is covered by one assignment that requires reflection on group}

Project-Based Group Design Projects

Themes

•

_{Students are expected to reflect that}

– _{aesthetics, economy and function are important in}

any competent engineering scheme

– _{engineers must have the ability to design and a}

Students influence on their learning

•

_{Project scenarios are based on real civil}

engineering schemes and involve information

gathering, planning, detailed assessment of

ideas, reporting and presentation.

•

_{Contact and collaboration with industry}

Students influence on their learning

• _{Group projects require students to interpret a design brief,}

establish preliminary outline designs, review and criticise these and finally produce a detailed design of one of the proposed schemes.

• _{The briefs are formulated to realise the full structural, economic,}

aesthetic and sustainability advantages of a particular scheme.

• _{Reports outlining the design process, with concept sketches,}

describe the alternative schemes considered together with why these were rejected.

• _{Several options require to be considered using simplified}

Students influence on their learning

• _{Design process involves a series of iterations in which alternatives}

are compared, modified and refined

– _{produce workable solutions taking account of the project requirements and}

constraints.

– _{In addition to literature reviews, students are expected to conduct research}

into the design and buildability of their projects.

• _{Usually requires assumptions, judgements and decisions to be}

made on the basis of often incomplete information.

• _{PBL underpins team-working which leads to enhanced}

communication and development of inter-personal skills.

• _{The design development requires problem solving skills leading to}

Feedback

Formative

– _{Design proposals continuously reviewed}

– _{Weekly tutorials/surgeries held with each group} – _{Tutor(s) act as client and technical consultants}

Summative

– _{Written feedback given on all submissions}

Project Brief – Case Study

Client’s requirements

1. A hexagonal shaped building for recreational purposes is required. 2. The construction volume is to be kept as low as possible.

3. The roof is to be supported at five of the six corners of the hexagon. At the other corner a clear opening is required as shown in Sketch No TC60044E/01. 4. From the six corners of the hexagonal roof, horizontal service ducts 0.5 m wide and 1.50 m deep, all meeting at the centre are to be allowed for.

5. The walls are to be clad in lightweight materials incapable of contributing to overall stability of the structure.

6. The roof is to be clad with lightweight material and insulation and is to be

capable of carrying a point load of 15.0 kN at any position in addition to 0.50 kN/m run for the service ducts.

Recreational Building - Sketch No TC60044E/01

Possible design scheme options

Scheme arrangement Roof Walls Stability (1) Lattice Trusses with sloping top

chord or sloping parallel top and bottom chords and columns - Warren girder truss - Howe truss

- Pratt truss - 'N' trusses

CHS columns Tension cross-bracing

(2) Vierendeel fixed-jointed girder RHS solution

RHS columns Portalised frame bracing

(3) Portal frame solution Portal frame ‘I’ beams 'K' bracing

(4) 3-pinned arch frame solution RHS columns Portalised frame bracing

(5) Space frame solution CHS columns Tension cross-bracing

(6) Cable stayed solution H columns Tension cross-bracing

(7) Reciprocal frame solution CS columns Compression bracing

(8) Timber truss solution Masonry Fin or diaphragm walls

Masonry walls

Conclusions

• _{PBL provides students with the opportunity and} freedom to organise their own programme of work • _{This simulates professional working practice}

• _{Assessment design requires careful consideration}

• _{PBL underpins team-working which leads to enhanced} communication and development of inter-personal skills.

References

• Bryan, C. and Clegg, K. (2006) Innovative Assessment in Higher Education. Routledge, Oxon.

• Cole, M. (2017) Tailored learning: How Universities can turn out the Graduates Employers want, New Civil Engineer, January Issue p.96-97.

• Gavin, K. (2011) Case study of a project-based learning course in civil engineering design

• European Journal of Engineering Education, 36 (6): 547-558

• Harmer, N. and Stokes A. (2014) The benefits and challenges of Project-based learning.

• A review of Literature. Available at: https://www.plymouth.ac.uk/research/pedrio/Documents/PedRIO %20Paper%206.pdf (Accessed: 6 April 2017)

• HEA (2016) Transforming assessment in Higher Education. Available at:

• https://www.heacademy.ac.uk/system/files/downloads/transforming-assessment-in-he.pdf [Accessed 1 May 2017]

• Rizzuto, J. P. and Chauhan, I. Industry Engagement in Civil Engineering Courses: Impact on Project-Based Learning and Graduate Attributes Development. Studies in Higher Education Journal, Taylor and Francis. (Journal paper submitted and currently under review.)

• Sambell, K., McDowell, L., and Montgomery, C. (2013) Assessment for Learning in Higher Education, Routledge, Oxon.

Thank you