FOLLOW-GROUPS: ENHANCING LEARNING POTENTIAL AT PROJECT EXAMS

DS 83: Proceedings of the 18th International Conference on Engineering and Product Design Education (E&PDE16), Design Education: Collaboration and Cross-Disciplinarity, Aalborg, Denmark, 8th-9th September 2016

Year: 2016
Editor: Erik Bohemia, Ahmed Kovacevic, Lyndon Buck, Christian Tollestrup, Kaare Eriksen, Nis Ovesen
Author: Tollestrup, Christian
Series: E&PDE
Institution: Aalborg University
Section: Assessment
Page(s): 448-453
ISBN: 978-1-904670-62-9

Abstract

. The re-introduction of group-based exams in 2014 and a
growing focus on raising the quality of study environment provided an opportunity to experiment and
compare learning potential by re-introducing more peer to peer learning mechanisms. This opportunity
has spawned the question: “Can organising that students observe each others groups based project
exams be used as a mean to both raise the learning potential even further and create a more engaging
and open study environment by?”
Four aspects were investigated in two rounds through a survey; 1) The perception of the exam as a
learning situation in order to establish a baseline for their understanding of the exam in general. 2)
Their understanding of their own grade and 3) their understanding of the grade in relation to the
learning objective. 4) Finally their understanding of their project evaluation in relation to the other
projects in the class. The investigation show that following another group’s exam significantly
heightens the students’ perception of the exam situation being a learning situation and that they do
experience additional learning from observing the examination of another group.

Keywords: Exam, Follow-groups, Peer learning.

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