Can teaching be evaluated through reflection on student performance in continuous assessment? A case study of practical engineering modules

• Aonghus McNabola ^[1] ; Ciara O'Farrell ^[1]
  1. [1] Trinity College Dublin

     Trinity College Dublin

     Irlanda

     
• Localización: Innovations in education and teaching international, ISSN 1470-3297, Vol. 52, Nº 5, 2015, págs. 464-473
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Research and practice is presented on the use of student assessments as part of reflective practice to evaluate teaching. Case studies are presented in the delivery of Engineering modules across a number of years at undergraduate and postgraduate levels. Both student performance in continuous assessment and student feedback on assessments highlighted the need for a shift in techniques from end-of-year examination to field-based continuous assessment. Data collected on student feedback highlighted their appreciation for the value of field-based continuous assessments on their learning and showed that it clearly fostered engagement. Student assessments in written examinations failed to adequately determine their ability to meet key learning outcomes specific to these modules.