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首页> 外文期刊>European journal of engineering education >Authenticity in assessment: reflecting undergraduate study and professional practice
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Authenticity in assessment: reflecting undergraduate study and professional practice

机译：评估的真实性：反映本科学习和专业实践

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摘要

The literature suggests that assessment is a powerful tool for influencing student study habits. It is also recognized that there is a tension between traditional forms of assessment and newer forms of assessment that offer a more authentic representation of practice, but are more complex and expensive to administer. The international trend in undergraduate engineering course accreditation to move to demonstration of attainment of graduate attributes poses new challenges in assessment of learning. A case study based on integrating assessment practices across the year levels of an engineering management studies stream in an undergraduate course is presented. Key features of the assessment portfolio include: the use of assessment in the first year as a foundational tool to establish student study habits and skills; the evolution of assessment tasks by the fourth year to reflect the world of professional practice and to allow students to demonstrate their integration of knowledge and skills; the weighting of assessment tasks to indicate the value attached to particular tasks; the structured inclusion of group work; a concern for student and staff workloads; the recognition of student diversity, in particular the needs of off-campus and mature-age students; and the matching of assessment tasks to professional accreditation requirements.
机译：文献表明，评估是影响学生学习习惯的有力工具。人们还认识到，传统的评估形式和较新的评估形式之间存在着张力，后者提供了对实践的更真实的表述，但管理起来更为复杂和昂贵。本科工程课程认证的国际趋势已转向证明毕业生的素养，这对学习评估提出了新的挑战。提出了一个案例研究，该案例基于在本科课程中整合了工程管理研究流全年水平的评估实践。评估组合的主要特征包括：第一年使用评估作为建立学生学习习惯和技能的基础工具；第四年评估任务的发展，以反映专业实践的世界，并让学生展示他们对知识和技能的整合；评估任务的权重，以表明附加在特定任务上的价值；小组工作的结构化纳入；担心学生和教职员工的工作量；承认学生的多样性，特别是对校外和成年学生的需求；评估任务与专业认证要求的匹配。

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