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Stimulating learning with integrated assessments in construction education

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journal contribution
posted on 2014-01-01, 00:00 authored by Imriyas KamardeenImriyas Kamardeen
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.

History

Journal

Construction economics and building

Volume

14

Issue

3

Pagination

86 - 98

Publisher

UTS ePRESS

Location

Haymarket, N.S.W.

ISSN

2204-9029

Language

eng

Publication classification

C1.1 Refereed article in a scholarly journal

Copyright notice

2014, The Author(s)

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