Assessment of final year engineering projects: An AQF8 perspective

Jarman, R, Henderson, A, Kootsookos, A, Anwar, A and Lawson, J 2014, 'Assessment of final year engineering projects: An AQF8 perspective', in A. Bainbridge-Smith, Z. T. Qi, G. S. Gupta (ed.) Proceedings of the 25th annual conference of the Australasian Association for Engineering Education, Wellington, New Zealand, 8-10 December 2014, pp. 1-9.

Document type: Conference Paper
Collection: Conference Papers

Title Assessment of final year engineering projects: An AQF8 perspective
Author(s) Jarman, R
Henderson, A
Kootsookos, A
Anwar, A
Lawson, J
Year 2014
Conference name 25th Annual Conference of the Australasian Association for Engineering Education
Conference location Wellington, New Zealand
Conference dates 8-10 December 2014
Proceedings title Proceedings of the 25th annual conference of the Australasian Association for Engineering Education
Editor(s) A. Bainbridge-Smith, Z. T. Qi, G. S. Gupta
Publisher School of Engineering and Advanced Technology
Place of publication New Zealand
Start page 1
End page 9
Total pages 9
Abstract CONTEXT In undertaking the Office for Learning and Teaching (OLT) Project, Assessing Final Year Engineering Projects (FYEPs): Ensuring Learning and Teaching Standards and AQF Level 8 Outcomes, the project team identified three key areas which were common and most pertinent in the survey data: curriculum, supervision and assessment. This paper describes a set of assessment guidelines that were developed as a key outcome for the OLT Project in addition to the supporting body of knowledge, good practices and data collected. PURPOSE The first phase of the broader project identified a need for greater consideration of how final year projects demonstrate Level 8 learning outcomes required by the Australian Qualifications Framework for 4-year Bachelor of Engineering (Honours) degrees. The purpose of the second phase was to develop and disseminate guidelines that assist academics to create and assess FYEP tasks in relation to the learning outcome areas of knowledge, skills and application. These guidelines are accompanied by exemplar practice as identified from the review of survey data and are designed to assist academics in the design, assessment and moderation of tasks associated with FYEP work. APPROACH The wider project methodology was largely qualitative, adopting a case study approach. Data was gathered from 16 universities across Australia (from all states and territories) and included university documentation such as subject outlines, rubrics and student guidelines. Additionally, interviews were conducted with coordinators of final year project subjects. Within these interviews participants were asked specifically about their assessment practices and AQF level 8. Additional data was gathered from participants during a conference workshop designed to explore their understanding of the AQF Level 8 learning outcome descriptors. The guidelines were developed after mapping this data against the sections of knowledge, skills and application described in the Level 8 learning outcomes. RESULTS The dissemination of the Assessment Guidelines and exemplar practice is designed to both capture some of the complexities around assessment of FYEPs and progress practice towards AQF8 compliance. It is anticipated that the adoption of the guidelines within institutions will lead to higher quality assessment practices and delivery of AQF level 8 outcomes. CONCLUSIONS Assessment practices in FYEPs vary considerably across institutions and this variance is seen in both the types of tasks set for students and the ways in which they are marked and moderated. The project team has sought to delineate good practice in this area and disseminate guidelines designed to assist in careful thinking about the high standards implied by AQF level 8.
Subjects Journalism Studies
Higher Education
Continuing and Community Education
Education not elsewhere classified
Keyword(s) Assessment
final year engineering projects
Australian Qualifications Framework
ISBN 9780473304287
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