An investigation into the student grading system in problem based learning

Venkatesan, G, Fragomeni, S and Zhang, G 2008, 'An investigation into the student grading system in problem based learning', in Fleming K Fink (ed.) Proceedings of the 2008 European Society for Engineering Education International Annual Conference, Aalborg University, Aalborg, 30 June -1st July, 2008, pp. 1-10.


Document type: Conference Paper
Collection: Conference Papers

Title An investigation into the student grading system in problem based learning
Author(s) Venkatesan, G
Fragomeni, S
Zhang, G
Year 2008
Conference name The International Conference SEFI 08
Conference location Aalborg University, Aalborg
Conference dates 30 June -1st July, 2008
Proceedings title Proceedings of the 2008 European Society for Engineering Education International Annual Conference
Editor(s) Fleming K Fink
Publisher Sense Publishers
Place of publication Rotterdam, The Netherlands
Start page 1
End page 10
Total pages 10
Abstract Problem Based Learning (PBL) is adopted as an alternative learning strategy in many universities across the globe. The current method of assessing student performance in PBL at Victoria University, Australia, utilises grading terminologies such as Distinction, High Distinction, Pass or Fail that follow the definitions adopted in conventional teaching approach. Note that student performance is usually well defined in the conventional teaching and evaluation methods. The correlation between the student grade (e.g. High Distinction) and the student performance (e.g top 10% student in the class) are usually higher. In PBL, the team dynamics play a very important role in the final grade received and as such a student might receive 'High Distinction' without sufficient demonstration of student competency or input. This paper investigates the performance of students enrolled in a PBL based engineering design subject. Data were collated based on the performance of about 100 students who participated in the Conventional Learning (CL) for weeks 1 to 6 and PBL in weeks 7 - 12 were analysed. The overall conclusion is that the present methodology of grading students in PBL setting does not distinguish individual student performance from the group. However, the methods seem to be appropriate for assessing group work. The paper concludes with recommendations for assessing and grading the student performance at a group level and at individual levels.
Subjects Engineering not elsewhere classified
Keyword(s) Problem Based Learning (PBL)
Conventional Learning (CL)
Combined Assessment (CA)
Victoria University (VU)
student performance
student grades.
Copyright notice © 2008 Sense Publishers
ISBN 9789087905712
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