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Assessment of Projects

This paper discusses the role of project-based assessment in evaluating higher cognitive skills such as application, analysis, synthesis, and evaluation, as outlined by Bloom. It emphasizes a self-directed learning approach to enhance student engagement and critical thinking. The document also explores the challenges faced in project assessment, such as ensuring the assessment of specific skills, levels of expected performance, student engagement, and the influence of supervisor input. The paper aims to highlight key concerns such as plagiarism and student perceptions, proposing strategies for effective project-based evaluation.

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Assessment of Projects

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  1. Assessment of Projects Rob Fowkes SiobhanAbeyesinghe Kim Whittlestone Adrian Boswood

  2. Projects as a method of assessment • Assumed to test higher levels of cognition: application, analysis, synthesis, evaluation, creativity (Bloom 1979) • Self-directed learning/student centred approach associated with promoting engagement, deeper learning, independence, self-monitoring & critical appraisal (Entwistle and Ramsden, 1983; Laidlaw et al 2012)

  3. H-levelFramework for higher education qualifications (FHEQ) An Honours graduate will have developed an understanding of a complex body of knowledge, some of it at the current boundaries of an academic discipline. Through this, the graduate will have developed analytical techniques and problem-solving skills that can be applied in many types of employment. The graduate will be able to evaluate evidence, arguments and assumptions, to reach sound judgements, and to communicate effectively.

  4. M-levelFramework for higher education qualifications (FHEQ) • deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences; • demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level; • continue to advance their knowledge and understanding, and to develop new skills to a high level; and will have: • the qualities and transferable skills necessary for employment requiring: • the exercise of initiative and personal responsibility; • decision-making in complex and unpredictable situations; and • the independent learning ability required for continuing professional development.

  5. Challenges in project assessment Using Common Grading Scheme: • How to ensure the skills specific to projects are assessed/emphasised in marking • What level of performance should be expected for different stages?

  6. Challenges in project assessment How can we assess student engagement?

  7. Challenges in project assessment Determining influence of supervisor/variation in supervisor input

  8. Challenges in project assessment Good projects with negative resultsStudent perceptions vs marker perceptions?

  9. Challenges in project assessment Plagiarism

  10. What do you consider to be the main challenges in using project work as a method of assessment?

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