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Best assessment practices of final year engineering projects in Australia
conference contribution
posted on 2013-01-01, 00:00 authored by S C Handrasekaran, Aman Maung Than OoAman Maung Than Oo, Aleksandar Stojcevski, Guy LittlefairPurpose:
The focus of the paper is to explore the best practices for the delivery of final year
engineering project. Students use their own initiatives to accomplish practical
design projects in their final year of engineering. Each academia proposes
different ways of project approaches that should satisfy engineering accreditation
requirements for capstone projects. This paper analyses and compares various
undergraduate final year engineering project approaches of different universities
in Australia. From this case study analysis, this research will explore the best
assessment practice for the delivery of final year project.
Design/Methodology:
Through desktop analysis methodology, this paper will analyse six universities in
Australia who are practicing different approaches in their undergraduate final
year engineering project. This analysis will look in to the various types of final
year projects undertaken, their learning outcomes, teaching methods and
assessment measures.
Findings:
From these 6 case studies, this paper will provide a report on its implementation
and assessment impact on final year projects based on the analysed results of
qualitative review of course units in undergraduate programs.
Conclusions:
This paper shows the desktop analysis data and compared the six case studies of
Australian universities. The above-summarized different final year engineering
project approaches were extremely successful in identifying and promoting creativity and innovation through final year projects. From the comparison, it is
clearly shown that Deakin University practices one of best assessment methods for
the delivery of final year engineering project.
The focus of the paper is to explore the best practices for the delivery of final year
engineering project. Students use their own initiatives to accomplish practical
design projects in their final year of engineering. Each academia proposes
different ways of project approaches that should satisfy engineering accreditation
requirements for capstone projects. This paper analyses and compares various
undergraduate final year engineering project approaches of different universities
in Australia. From this case study analysis, this research will explore the best
assessment practice for the delivery of final year project.
Design/Methodology:
Through desktop analysis methodology, this paper will analyse six universities in
Australia who are practicing different approaches in their undergraduate final
year engineering project. This analysis will look in to the various types of final
year projects undertaken, their learning outcomes, teaching methods and
assessment measures.
Findings:
From these 6 case studies, this paper will provide a report on its implementation
and assessment impact on final year projects based on the analysed results of
qualitative review of course units in undergraduate programs.
Conclusions:
This paper shows the desktop analysis data and compared the six case studies of
Australian universities. The above-summarized different final year engineering
project approaches were extremely successful in identifying and promoting creativity and innovation through final year projects. From the comparison, it is
clearly shown that Deakin University practices one of best assessment methods for
the delivery of final year engineering project.
