Affiliation:
1. School of Engineering and Built Environment, Griffith University, Southport, QLD 4222, Australia
Abstract
This study seeks to investigate whether project-based assignments can lead to better student performance and learning experience compared to traditional examinations. In an engineering course of soil mechanics, the traditional mid-semester and final exams were replaced by project work which was related to a real-life site investigation. Student performance was evaluated on the basis of student marks whilst student feedback was analysed to understand student experience with project-based assignments. The results indicated that the student average mark for the projects was greater than the average mark for the exams. In addition, their learning experience improved after the exams were replaced with the project-based assignments because students were able to see practical applications of the course content. However, a few issues, including feedback to students delivered at the end of the term, increased teacher’s workload, and the effect of COVID were also identified.
Subject
Public Administration,Developmental and Educational Psychology,Education,Computer Science Applications,Computer Science (miscellaneous),Physical Therapy, Sports Therapy and Rehabilitation
Reference56 articles.
1. Conditions under which assessment supports students’ learning;Gibbs;Learn. Teach. High. Educ.,2005
2. Students’ assessment preferences, perceptions of assessment and their relationships to study results;Gijbels;High. Educ.,2008
3. What is assessment for learning?;Wiliam;Stud. Educ. Eval.,2011
4. Stefani, L. (2009). Handbook for Teaching and Learning in Higher Education, Taylor & Francis Group.
5. Biggs, J.B., and Tang, C. (2007). Teaching for Quality Learning at University, Open University Press. Chapter 2.
Cited by
5 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献