The effects of applying assessment for and as learning in theoretical engineering courses

• Autores: Ronit Shmallo, Tammar Shrot, Lior Aronshtam
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 35, no. 4, 2019, págs. 1064-1073
• Idioma: inglés
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• Resumen

  • The paper presents research conducted with college students (N = 85) studying for their bachelor’s degree in engineering. The studyfollowed the teaching of two theoretical engineering courses, which were previously taught in a teacher-centered paradigm wherethe assessment of the students was based on Assessment of Learning. The goal was to enrich the assessment practices and toexamine whether Assessment for, and as Learning will increase students’ achievement and motivation. Instead of using a final examas the main tool for students’ assessment, we integrated Assessment for, and as Learning during their studies. We includedsignificant and challenging tasks to be carried out in diverse learning environments, such as Learning from Mistakes approach,Project Oriented approach, and Collaborative Learning. The results were positive. We present the students’ achievement comparedto previous years, together with the students’ opinions about the applied assessments. We summarize with several suggestions foreducators about the integration of different means of assessments during the teaching process.