Assessment for Project-Based Courses
A project-based course is where students engage in a series of projects, which help lead students to a defined level of skill as specified in the course goals. Unlike a traditional lecture course where students are given examinations to assess the level of student knowledge and understanding, a proj...
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| Format: | Article |
| Language: | English |
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Aalborg University Open Publishing
2018-10-01
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| Series: | Journal of Problem Based Learning in Higher Education |
| Subjects: | |
| Online Access: | https://somaesthetics.aau.dk/index.php/pbl/article/view/1864 |
| _version_ | 1797229175046668288 |
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| author | James R. Fugate |
| author_facet | James R. Fugate |
| author_sort | James R. Fugate |
| collection | DOAJ |
| description | A project-based course is where students engage in a series of projects, which help lead students to a defined level of skill as specified in the course goals. Unlike a traditional lecture course where students are given examinations to assess the level of student knowledge and understanding, a project-based course may not include any formal examination. The assessment of student progress is often based on the quality of course projects. For this research, students in project-based courses were given a formal exam at the end of the course. The objective of the exam was to determine if there was a discrepancy between student performance on the exam and their projects. While the majority of students performed remarkably similarly on their exam and projects, a number of students (25%) did perform quite differently. This study demonstrated that examinations are still a critical tool for assessing student skill level in project-based courses.A project-based course is where students engage in a series of projects, which help lead students to a defined level of skill as specified in the course goals. Unlike a traditional lecture course where students are given examinations to assess the level of student knowledge and understanding, a project-based course may not include any formal examination. The assessment of student progress is often based on the quality of course projects. For this research, students in project-based courses were given a formal exam at the end of the course. The objective of the exam was to determine if there was a discrepancy between student performance on the exam and their projects. While the majority of students performed remarkably similarly on their exam and projects, a number of students (25%) did perform quite differently. This study demonstrated that examinations are still a critical tool for assessing student skill level in project-based courses. |
| first_indexed | 2024-04-24T15:08:24Z |
| format | Article |
| id | doaj.art-4cb1dd19e66842c88def58245944fa2b |
| institution | Directory Open Access Journal |
| issn | 2246-0918 |
| language | English |
| last_indexed | 2024-04-24T15:08:24Z |
| publishDate | 2018-10-01 |
| publisher | Aalborg University Open Publishing |
| record_format | Article |
| series | Journal of Problem Based Learning in Higher Education |
| spelling | doaj.art-4cb1dd19e66842c88def58245944fa2b2024-04-02T11:57:22ZengAalborg University Open PublishingJournal of Problem Based Learning in Higher Education2246-09182018-10-016210.5278/ojs.jpblhe.v0i0.1864Assessment for Project-Based CoursesJames R. Fugate0Rochester Institute of TechnologyA project-based course is where students engage in a series of projects, which help lead students to a defined level of skill as specified in the course goals. Unlike a traditional lecture course where students are given examinations to assess the level of student knowledge and understanding, a project-based course may not include any formal examination. The assessment of student progress is often based on the quality of course projects. For this research, students in project-based courses were given a formal exam at the end of the course. The objective of the exam was to determine if there was a discrepancy between student performance on the exam and their projects. While the majority of students performed remarkably similarly on their exam and projects, a number of students (25%) did perform quite differently. This study demonstrated that examinations are still a critical tool for assessing student skill level in project-based courses.A project-based course is where students engage in a series of projects, which help lead students to a defined level of skill as specified in the course goals. Unlike a traditional lecture course where students are given examinations to assess the level of student knowledge and understanding, a project-based course may not include any formal examination. The assessment of student progress is often based on the quality of course projects. For this research, students in project-based courses were given a formal exam at the end of the course. The objective of the exam was to determine if there was a discrepancy between student performance on the exam and their projects. While the majority of students performed remarkably similarly on their exam and projects, a number of students (25%) did perform quite differently. This study demonstrated that examinations are still a critical tool for assessing student skill level in project-based courses.https://somaesthetics.aau.dk/index.php/pbl/article/view/1864PBLProject Based LearningAssessmentExaminationSOTL |
| spellingShingle | James R. Fugate Assessment for Project-Based Courses Journal of Problem Based Learning in Higher Education PBL Project Based Learning Assessment Examination SOTL |
| title | Assessment for Project-Based Courses |
| title_full | Assessment for Project-Based Courses |
| title_fullStr | Assessment for Project-Based Courses |
| title_full_unstemmed | Assessment for Project-Based Courses |
| title_short | Assessment for Project-Based Courses |
| title_sort | assessment for project based courses |
| topic | PBL Project Based Learning Assessment Examination SOTL |
| url | https://somaesthetics.aau.dk/index.php/pbl/article/view/1864 |
| work_keys_str_mv | AT jamesrfugate assessmentforprojectbasedcourses |