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Stimulating learning with integrated assessments in construction education

Kamardeen, Imriyas 2014, Stimulating learning with integrated assessments in construction education, Construction economics and building, vol. 14, no. 3, pp. 86-98, doi: 10.5130/ajceb.v14i3.4152.

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Title Stimulating learning with integrated assessments in construction education
Author(s) Kamardeen, ImriyasORCID iD for Kamardeen, Imriyas orcid.org/0000-0001-7296-3605
Journal name Construction economics and building
Volume number 14
Issue number 3
Start page 86
End page 98
Total pages 13
Publisher UTS ePRESS
Place of publication Haymarket, N.S.W.
Publication date 2014
ISSN 2204-9029
Keyword(s) Pedagogy
Integrated assessment
Case-based learning
Online quiz
Adaptive eLearning
Summary Quality of learning students experience is heavily dependent on the effectiveness of course design. Assessments are a key component in course design and students determine their level of involvement in a learning activity based on whether it is assessed or not. Assessments are therefore a powerful tool that lecturers can utilise to drive learning. However, designing effective assessments to stimulate learning is challenging in the presence of disciplinary, contextual dimensions. A case study approach is adopted to demonstrate how effective integrated assessment schemes may be developed and implemented for construction education. The scheme in the case study amalgamated case-based learning, online quizzes and adaptive eTests to provide a variety of assessments, aligned with lecture topics and contemporary real-word scenarios. It was found that the presence of both formative and summative tasks in the assessment scheme complemented each other, kept students constantly motivated and engaged in learning, and resulted in a good learning experience for them. The study provide evidence, and valuable insights and tips for lecturers in similar degree programs as to how they could modify pedagogical styles in their courses for better learning experiences for students and improved teaching ratings for themselves.
Language eng
DOI 10.5130/ajceb.v14i3.4152
Indigenous content off
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2014, The Author(s)
Free to Read? Yes
Use Rights Creative Commons Attribution licence
Persistent URL http://hdl.handle.net/10536/DRO/DU:30123155

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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.