Project-based learning assessment methods: students influence on their learning

1. Project-based learning assessment methods: students influence on their learning Joseph Rizzuto BSc MSc PhD CertEd CEng MICE MIStructE MCIHT School of Computing and Engineering UWL Teaching and Learning Conference 29 June 2017

2. Overview • Introduction • Project-based learning (PBL) • PBL Assessments • PBL Design Themes • Students Influence on their learning • Feedback • Typical Project Brief – Case Study • Conclusions

3. Introduction • Project-based learning (PBL) can simulate and reflect current construction industry practice. • Many civil engineering design modules contain major elements of group work • provide open-ended realistic project scenarios • aim to integrate knowledge from different subject areas. • The group work element of PBL reinforces collaboration and team-working • viewed by industry as being very important and useful.

4. Project-based learning (PBL) • In PBL different design options need to be explored and require students to • Research • critically analyse and • communicate effectively. • These activities help build professional and practical skills necessary for learning • Group design projects provide students with the opportunity and freedom to organise their own programme of work simulating professional working practice.

5. PBL Assessment • Assessment methods are essential tools used to measure learning. • Assessment outcome is seen as a record of academic achievement that allows progression/award. • Assessment tasks are devised so that they satisfactorily demonstrate achievement of the intended learning outcomes. • Methods used influence and impact the nature of learning and the retention of knowledge.

6. PBL Assessment • Devising the assessments for modules containing PBL requires careful consideration • Frequently in group submissions, academically weaker students rely on their peers to produce the work. • Disagreements, none or late production of work by team members and personality clashes can also occur.

7. Tackling Assessment • PBL modules at UWL are assessed via a number of group and individual submissions. • The group submissions are covered by two or three group assignments. • Each member of the group is awarded the group mark unless evidence is provided to the contrary. • The individual submission is set to determine an individual's overall contribution. • This is covered by one assignment that requires reflection on group interaction and based on gained experience, how concept and final designs, procedures including time management and managing own learning, could have been improved.

8. Project-Based Group Design Projects Themes • Students are expected to reflect that • aesthetics, economy and function are important in any competent engineering scheme • engineers must have the ability to design and a facility to communicate their design intentions (The Institution of Structural Engineers, 2017).

9. Students influence on their learning • Project scenarios are based on real civil engineering schemes and involve information gathering, planning, detailed assessment of ideas, reporting and presentation. • Contact and collaboration with industry professionals allows students to verify their ideas and proposals.

10. Students influence on their learning • Group projects require students to interpret a design brief, establish preliminary outline designs, review and criticise these and finally produce a detailed design of one of the proposed schemes. • The briefs are formulated to realise the full structural, economic, aesthetic and sustainability advantages of a particular scheme. • Reports outlining the design process, with concept sketches, describe the alternative schemes considered together with why these were rejected. • Several options require to be considered using simplified methods for preliminary element sizing.

11. Students influence on their learning • Design process involves a series of iterations in which alternatives are compared, modified and refined • produce workable solutions taking account of the project requirements and constraints. • In addition to literature reviews, students are expected to conduct research into the design and buildability of their projects. • Usually requires assumptions, judgements and decisions to be made on the basis of often incomplete information. • PBL underpins team-working which leads to enhanced communication and development of inter-personal skills. • The design development requires problem solving skills leading to critical and creative thinking as well as self-management of time and resources.

12. Feedback Formative • Design proposals continuously reviewed • Weekly tutorials/surgeries held with each group • Tutor(s) act as client and technical consultants Summative • Written feedback given on all submissions • Feedback provided in a way that promotes learning

13. Project Brief – Case Study Building for Recreational Purposes Client’s requirements 1. A hexagonal shaped building for recreational purposes is required. 2. The construction volume is to be kept as low as possible. 3. The roof is to be supported at five of the six corners of the hexagon. At the other corner a clear opening is required as shown in Sketch No TC60044E/01. 4. From the six corners of the hexagonal roof, horizontal service ducts 0.5 m wide and 1.50 m deep, all meeting at the centre are to be allowed for. 5. The walls are to be clad in lightweight materials incapable of contributing to overall stability of the structure. 6. The roof is to be clad with lightweight material and insulation and is to be capable of carrying a point load of 15.0 kN at any position in addition to 0.50 kN/m run for the service ducts. 7. A false ceiling is to be suspended beneath the roof structure; the internal height beneath to be 6.5 m.

14. Recreational Building - Sketch No TC60044E/01(Not to scale)

15. 3D View

16. Possible design scheme options

17. Typical Scheme

18. Conclusions • PBL provides students with the opportunity and freedom to organise their own programme of work • This simulates professional working practice • Assessment design requires careful consideration • PBL underpins team-working which leads to enhanced communication and development of inter-personal skills. • The design development requires problem solving skills leading to critical and creative thinking as well as self-management of time and resources.

19. References • Bryan, C. and Clegg, K. (2006) Innovative Assessment in Higher Education. Routledge, Oxon. • Cole, M. (2017) Tailored learning: How Universities can turn out the Graduates Employers want, New Civil Engineer, January Issue p.96-97. • Gavin, K. (2011) Case study of a project-based learning course in civil engineering design • European Journal of Engineering Education, 36 (6): 547-558 • Harmer, N. and Stokes A. (2014) The benefits and challenges of Project-based learning. • A review of Literature. Available at: https://www.plymouth.ac.uk/research/pedrio/Documents/PedRIO%20Paper%206.pdf (Accessed: 6 April 2017) • HEA (2016) Transforming assessment in Higher Education. Available at: • https://www.heacademy.ac.uk/system/files/downloads/transforming-assessment-in-he.pdf [Accessed 1 May 2017] • Rizzuto, J. P. and Chauhan, I. Industry Engagement in Civil Engineering Courses: Impact on Project-Based Learning and Graduate Attributes Development. Studies in Higher Education Journal, Taylor and Francis. (Journal paper submitted and currently under review.) • Sambell, K., McDowell, L., and Montgomery, C. (2013) Assessment for Learning in Higher Education, Routledge, Oxon. • QAA (2012) Understanding Assessments: Its role in safe-guarding academic standards and quality in Higher Education. [Accessed 30 April 2017]

20. Thank you • Any Questions.