Principles of assessment for project and research based learning

Abstract

Purpose – The purpose of this paper is to provide assessment guidelines which help to implement research-based education in science and technology areas, which would benefit from the quality of this type of education within this subject area.\ud \ud Design/methodology/approach – This paper is a reflection on, and analysis of, different aspects of assessment. From one side, it looks at assessment in general, in society at large.\ud \ud Findings – Assessment could be improved within this field in order to contribute to the learning process, rather than merely measure and categorise a student's performance after the fact. To do this the paper not only looks at different forms of assessment and different ways of conducting the assessment, but also argues that certain ways of teaching and of structuring a class and an assignment are more conducive to creating an atmosphere in which students will be wanting to receive feedback to improve their learning and performance rather than a mark as a prize or reward.\ud \ud Originality/value – The paper shows that the outcomes from this study will be useful in establishing the link between research and education which has been a key success in many world-class institutions, resulting in the graduation of emerging professionals who will conduct cutting-edge research and run high-technology enterprises across a host of disciplines

Learning, Beliefs, and Products: Students' Perspectives with Project-based Learning

“…This external view may be derived from the schedule the teacher and researcher co-constructed to scaffold student performance in the projectbased learning. Project schedules are recommended to help students monitor progress (Hunaiti, Grimaldi, Goven, Mootanah & Martin, 2010;Wang, 2009). So, the scaffolding we included may have denied students' negotiations with self-direction.…”

Effectiveness of flipped classrooms

“…For the present study, the literature is broadly classified into three categories, namely, traditional teaching methodology and its effectiveness, flipped classroom model: definitions and concepts and, evaluation of flipped classroom model. Although traditional teaching (or lecture-based teaching) is, possibly, the oldest known instructional method and researchers (Staton, 1960; Barker and Slingsby, 1998; Novak, 1998; Nandi et al , 2000) have assessed the usefulness of this time-honored method of instruction in varied subject contexts, the area of FCs and the use of active learning strategies have drawn attention of various researchers (Hunaiti et al , 2010; Andrews et al , 2011; Roehl, 2013; Abeysekera and Dawson, 2015; Jensen et al , 2015) during last decade only. Figure 2 represents the broad literature classification in context of present research work.…”

From certificate chasing to genuine engagement: The contribution of curriculum design to students’ career intent in a subfield

“…They can be adapted for the students' level of knowledge and skill (Boud & Falchikov, 2006). Applied projects place the student at the centre of the learning process, transforming the role of students from passive receptacle, to active contributors and builders of knowledge (Hunaiti, Grimaldi, Goven, Mootanah, & Martin, 2010) and create a mechanism for knowledge practice and learning through adoption of a practitioner stance. Successful involvement in applied projects facilitates students' development of their own representations of the content (Zull, 2006), helpful for creation of a practitioner orientation in students.…”