Exploring Formative Assessment Possibilities: Building a‘Teamwork Discourse’ with First-Year Engineering Students
- Autores: Lauren Senna Fouché, Erika Müller
- Localización: 7th International Conference on Higher Education Advances (HEAd'21) / Josep Domènech i de Soria (aut.), Paloma Merello Giménez (aut.), Elena de la Poza Plaza (aut.), 2021, ISBN 9788490489758, págs. 37-45
- Idioma: inglés
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Resumen
Effective teamwork is one of the Engineering Council of South Africa’s (ECSA) exit-level outcomes. To achieve this outcome, one has to learn specific discourses and behaviours related to teamwork. Professional Orientation is a first-year engineering module offered in an extended engineering degree programme at a residential university in South Africa. This module assists students in developing a ‘teamwork discourse’, using engineering-based projects that follow the CDIO framework. In 2020, these projects transitioned fully to a virtual environment due to Covid-19 restrictions. The iPeer Learning Management System tool for peer- and self-assessment was used in this research to investigate whether first-year students were able to apply the teamwork discourses taught to them when completing the projects online. A quantitative analysis of the iPeer results reflected that while 54% of the students remained consistent in the two projects, 16% showed an improvement, and 30% showed a decrease. The reasons for these results could be varied.
Thus, a qualitative analysis of the students’ comments for increased and decreased marks was also conducted to assess how the relevant teamwork discourses were applied and to what extent. These findings confirmed that teamwork discourses could effectively be applied by a smaller percentage of first-year students.
