Promoting assessment as learning in PBL: findings from blogs created by first year engineering students

dc.contributor.authorFernandes, Sandra
dc.contributor.authorAlves, Anabela C.
dc.contributor.authorLeão, Celina P.
dc.date.accessioned2022-12-20T11:59:13Z
dc.date.available2022-12-20T11:59:13Z
dc.date.issued2022-07-06
dc.description.abstractThis paper aims to present findings from first year engineering students involved in a Project-Based Learning (PBL) approach developed within the first cycle degree of Industrial Engineering and Management (IEM) – University of Minho, Portugal. Student assessment in PBL includes both formative and summative assessment, with a variety of different methods and purposes. One of the assessment methods in this PBL approach is the creation of a blog by each project team with the purpose of providing student reflection of their work on a regular basis. The blog allows students to share evidence of the project journey, with particular focus on the student’s learning process. This idea is aligned with the concept of assessment as learning, where students are able to learn about themselves as learners and take responsibility for their own learning and monitor future directions. Based on the analysis of both quantitative and qualitative results from an online survey applied to students and the content analysis of each of the blogs, it is possible to conclude that the assessment task was considered as a positive learning experience for students. Quantitative data from the questionnaire show that the blog was a positive educational tool useful for: i) the organization and dissemination of the project team; ii) the selection of the project content and organization; iii) keeping an up-to-date record of the project's progress; iv) encouraging writing about project content and other curiosities. The qualitative data based on the content analysis of the blogs revealed students’ capacity to reflect upon their journey, by critically analysing the feelings, achievements, fears, thoughts, and future plans, throughout the thirteen weeks of the project duration.pt_PT
dc.identifier.citationFernandes, S.,Alves, A. C., & Leão, C. P. (2022). Promoting assessment as learning in PBL: findings from blogs created by first year engineering students. In R. M. Lima, M. Farreras, M. Romá, & V. Villas-Boas (Eds.), Proceedings of the PAEE/ALE’2022, International Conference on Active Learning in Engineering Education, 14th International Symposium on Project Approaches in Engineering Education (PAEE), 19th Active Learning in Engineering Education Workshop (ALE), Alicante, Spain, 6-8 july 2022, (pp. 1-9). https://doi.org/10.5281/zenodo.7057850. Repositório Institucional UPT. http://hdl.handle.net/11328/4576pt_PT
dc.identifier.doihttps://doi.org/10.5281/zenodo.7057850pt_PT
dc.identifier.issn2183-1378
dc.identifier.urihttp://hdl.handle.net/11328/4576
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.publisherDepartment of Production and Systems – PAEE Association; School of Engineering of University of Minhopt_PT
dc.relation.publisherversionhttps://zenodo.org/record/7057850#.Y6GiBnbP1PZpt_PT
dc.rightsopen accesspt_PT
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/pt_PT
dc.subjectProject-based learning (PBL)pt_PT
dc.subjectStudent assessmentpt_PT
dc.subjectAssessment as learningpt_PT
dc.subjectBlog as educational toolpt_PT
dc.titlePromoting assessment as learning in PBL: findings from blogs created by first year engineering studentspt_PT
dc.typeconferenceObjectpt_PT
degois.publication.firstPage1pt_PT
degois.publication.lastPage9pt_PT
degois.publication.locationAlicante, Spainpt_PT
degois.publication.titleProceedings of the PAEE/ALE’2022, International Conference on Active Learning in Engineering Education, 14th International Symposium on Project Approaches in Engineering Education (PAEE), 19th Active Learning in Engineering Education Workshop (ALE)pt_PT
dspace.entity.typePublicationen
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