Projects matching your search criteria
Innovative Student Assessment in EBL
The aim of this project is to make students full partners in the teaching and assessment of an EBL engineering mathematics course. The objective is that students will work in small groups using EBL to specialize on a particular part of the course syllabus. They will then teach their specialist part to their peers and formulate a suitable assessment question by which their peers' learning will be gauged. The desired outcome is to empower students' learning through having them experience the entire 'life cycle' of a taught course module, from preparation, through delivery to final assessment.
Project Team: Paul Grassia, Grant Campbell Faculty: Engineering and Physical Sciences
Funding year: 2005
Keywords: assessment, chemical engineering, engineering, mathematics, groups, peer, syllabus, question writing, teamwork
Case Study (PDF, 151.3Kb)
Assessment and Enterprise through EBL
The aim is to development a robust method of assessment based upon the application of enterprise skills to an investigation. It is difficult to devise fair assessment when learning is characterised by a lack of rigid structure as in EBL. The project will develop a guiding structure for EBL assessment. This will provide some guidance and constraint to the lines of enquiry being followed and yet still allow students considerable freedom when making their investigations.
Project Team: Tim Jones Faculty: Engineering and Physical Sciences
Funding year: 2005
Keywords: enterprise, assessment, project, individual, undergraduate, engineering, report writing
Case Study (PDF, 129.6Kb)
Medical Assessment via EBL
The integration of a new self-assessment function will capitalise on the MedLea Virtual Learning Environment (VLE), which provides online resources for electronic PBL casebooks in order to support EBL. The new function (MAEBL) will enable students to contribute to a sustainable, formative self-assessment resource as well as enhance their own understanding of the subject of study.
Project Team: Andrea Owen Faculty: Medical and Human Sciences
Funding year: 2005
Keywords: medical, medicine, assessment, self-assessment, MedLea, VLE, case, question writing, MCQs, pbl
Case Study (PDF, 70.2Kb)
Introducing EBL to second year undergraduate module Organisations, Management and Technology
By applying a robust EBL method and assessment to 2nd year undergraduate Organisations, Management and Technology, students will learn to apply their knowledge of innovation studies to investigate specific issues. In addition to exercising the students' application of their knowledge, the EBL method and assessment will contribute to their wider intellectual and transferable skills. For example, self-organisation, team work, delegation, presentation skills.
Project Team: Dr Paul Dewick, Evita Paraskevopoulou Faculty: Humanities
Funding year: 2007a
Keywords: MBS, organisations, management, technology, business, assessment, quantitative, qualitative, knowledge, data analysis, teamwork, presentation
Does the Progress Test support and encourage EBL? A study of students’ preparation for the test in two medical school which use Problem-Based Learning
This comparative and evaluative project will take place in Manchester and Peninsula Medical School who both use PBL as the main method of learning. The Progress Test is a multiple-choice paper which is administered to medical students in all year groups simultaneously and assesses the objectives of the entire education programme in the hope of discouraging the ‘pass and forget’ mentality prevalent in other assessments. A better understanding of students’ preparation for the Progress Test will enable redesign of the assessment if necessary, in order to ensure constructive alignment and support deeper learning.
Project Team: Chris Harrison, Valerie Wass, Louise Wade, Karen Mattick Faculty: Medical and Human Sciences
Funding year: 2008
Keywords: progress test, pbl, assessment, medical
