Abstract
This paper outlines an approach taken to produce computer-based formative assessments for two modules in a one-year taught MSc programme in Road Management and Engineering. It presents the aims of the assessments, the taxonomy adopted to ensure that the formulation of the questions addressed learning outcomes related to the development of higher order skills and the choice of software used. Further, the students’ qualitative perception of the assessments is presented together with a discussion on key elements that affected the implementation procedure. This included an understanding of the higher order skills assessed, knowledge of the facilities offered by the software to be used, and the commitment needed to designing, delivering and improving flexible learning materials.
| Original language | English |
|---|---|
| Pages (from-to) | 255-263 |
| Journal | European Journal of Engineering Education |
| Volume | 30 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - May 2005 |
Bibliographical note
Funding Information:The authors would like to thank the Learning Development Unit at the University of Birmingham for providing funding, the Engineering and Physical Sciences Research Council (EPSRC) for facilitating further the implementation of the work under the Road Management Masters Training Programme and the MSc students for trialling the assessments.
Keywords
- Computer-based assessment
- Formative assessment
- Taxonomy
ASJC Scopus subject areas
- Education
- General Engineering