Reinstating the soul in engineering laboratory work: Direct observation assessment method
This paper explores a case on the implementation of a new assessment procedure in a second year undergraduate soil mechanics laboratory. This new method emerged as a result of an attempt to constructively align assessment to intended learning outcome when Outcome-based Education is implemented. Th...
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| Main Author: | |
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| Format: | Conference or Workshop Item |
| Language: | English |
| Published: |
2015
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| Subjects: | |
| Online Access: | http://eprints.um.edu.my/15536/1/0001.pdf http://eprints.um.edu.my/15536/ |
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| Summary: | This paper explores a case on the implementation of a new assessment procedure in a second year
undergraduate soil mechanics laboratory. This new method emerged as a result of an attempt to constructively
align assessment to intended learning outcome when Outcome-based Education is implemented. The new
method involves the introduction of direct observation as part of assessment as well the usual assessment via
laboratory report. Constructive alignment between assessment and learning outcomes with embedded
formative assessment were used as a strategy to ensure active learning to occur. Assessing the learning
process of laboratory activities rather than the end product increases the chances for laboratory key objectives
to be achieved; hence, this may yield desired learning outcomes from the laboratory experience. The case
presented demonstrates that the soul of engineering laboratory work can be reinstated if assessment involving
active learning is carefully planned and the skills required in its implementation are acquired. |
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