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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)
