Keywords
Problem Based Learning
Assessment
Engineering Education
Assessment
Engineering Education
How to Cite
Dahl, B., & Kolmos, A. (2016). Students’ attitudes towards group based project exams in two engineering programmes. Journal of Problem Based Learning in Higher Education, 3(2). https://doi.org/10.5278/ojs.jpblhe.v0i0.1108
Abstract
At Aalborg University, engineering students work in groups on PBL projects. The assessment of these projects is through group exams except between 2007 and 2013 when the law forbade group exams. Prior to 2007, research showed that students preferred the group exams and a new study was made after the 2013 reintroduction of group exams. Again the result is that students prefer the group exam, but there are significant differences between students from various engineering programmes. We compare the programmes Architecture and Design with Software engineering, the latter being the most positive towards the group exam. A further result is that one third of the students testified that facing a new type of exam than previous did not affect their behaviour at all. This might suggest that the “backwash” effect of exam on student behaviour is not as present in these students as often expected and argued in education research.References
Alpay, E. (2012). Student attraction to engineering through flexibility and breadth in the curriculum. European Journal of Engineering Education, 38(1), 58–69.
Barge, S. (2010). Principles of Problem and Project based Learning: The Aalborg PBL Model. Aalborg: Aalborg University Press.
Biggs, J, & Tang, C. (2011). Teaching for Quality Learning at University. Maidenhead: Open University Press.
Boud, D., & Falchikov, N. (2006). Aligning assessment with long-term learning. Assessment & Evaluation in Higher Education, 31(4), 399-413.
Brabrand, C., & Dahl, B. (2009), Using the SOLO-Taxonomy to Analyze Competence Progression of University Science Curricula, Higher Education, 58(4), 531-549.
Bucciarelli, Louis L. 1994. Designing Engineers. Cambridge, Mass: MIT Press.
De Graaff, E., & Kolmos, A. (Eds.) (2007). Management of
Change: Implementation of Problem-Based and Project-Based Learning in Engineering. Rotterdam: Sense Publishers.
Du, Xiangyun, & Anette Kolmos (2009). Increasing the diversity of engineering education – a gender analysis in a PBL context. European Journal of Engineering Education, 34(5), 425–37.
Garland, R. (1991). The Mid-Point on a Rating Scale: Is it desirable? Marketing bulletin, research note 3, pp. 66-70.
Goldberg, David E., & Sommerville, M. (2014). A Whole New Engineer. 1 edition. Douglas, MI: ThreeJoy Associates, Inc.
Holgaard, J. E., Kolmos, A., & Du, X. (2007). Assessment of Project and Problem Based Learning, Joining Forces in Engineering Education towards Excellence. Proc. 41th Conference of the International Group for the European Society for Engineering Education (SEFI) and IGIP Joint Annual Conference 2007 (10 pages). SEFI: European Association for Engineering Education.
Jamison, A., Christensen, S. H. & Botin, L. (2011). A Hybrid Imagination: Science and Technology. Cultural Perspective. Synthesis Lectures on Engineers, Technology and Society 6 (2): 1–180.
Kiib, H. (2006). PpBL® in Architechture and Design. In The Aalborg PBL model – Progress, Diversity and Challenges, A. Kolmos, F. K. Fink, & L. Krogh (Eds.). Aalborg University Press.
Kolmos, A., Fink, F. K., & Krogh, L. (2004). The Aalborg Model: Problem-Based and Project-Organised Learning. In A. Kolmos, F. K. Fink, & L. Krogh (Eds.), The Aalborg PBL model: Progress, Diversity and Challenges (pp. 9-18). Aalborg: Aalborg University Press.
Kolmos, A., & Holgaard, J. E. (2007). Alignment of PBL and Assessment. Journal of Engineering Education – Washington, 96(4), 1-9.
Kolmos, A.; Holgaard, J. E. & Dahl, B. (2013). Reconstructing the Aalborg Model for PBL: A case from the Facuty of Engineering and Science, Aalborg University. PBL Across Cultures. In K. Mohd-Yusof, M. Arsat, M. T. Borhan, E. de Graaff, A. Kolmos & F. A. Phang (Eds.). Aalborg: Aalborg Universitetsforlag, p. 289-296.
Kolmos, A., Mejlgaard, N., Haase, S. & Holgaard, J. E. (2013). Motivational factors, gender and engineering education. European Journal of Engineering Education, 38(3): 340–58.
Krosnick, J. A. (1991). Response Strategies for Coping with the Cognitive Demands of Attitude Measures in Surveys. Applied Cognitive Psychology, 5(3), 213-236.
Mosgaard, M., & Spliid, C. M. (2011). Evaluating the impact of a PBL-course for first-year engineering students learning through PBL-projects. 2nd International Conference on Wireless Communication, Vehicular Technology, Information Theory and Aerospace & Electronic Systems Technology (Wireless VITAE). IEEE Press.
Nulty, D. D. (2008). The adequacy of response rates to online and paper surveys: What can be done? Assessment & Evaluation in Higher Education. 33(3), 301-314.
Romberg, T. A. (Eds.) (1995). Reform in School Mathematics and Authentic Assessment. Albany: State University of New York.
Sheri D. Sheppard, S. D., Macatangay, K., Colby, A., & Sullivan, W. M. (2008). Educating Engineers: Designing for the Future of the Field. Jossey Bass.
Willis, S. C., Jones, A., Bundy, C., Burdett, K., Whitehouse, C. R., & O’Neill, P. A. (2002). Small-group work and assessment in a PBL curriculum: A qualitative and quantitative evaluation of student perceptions of the process of working in small groups and its assessment. Medical Teacher, 24(5), 495-501.
Barge, S. (2010). Principles of Problem and Project based Learning: The Aalborg PBL Model. Aalborg: Aalborg University Press.
Biggs, J, & Tang, C. (2011). Teaching for Quality Learning at University. Maidenhead: Open University Press.
Boud, D., & Falchikov, N. (2006). Aligning assessment with long-term learning. Assessment & Evaluation in Higher Education, 31(4), 399-413.
Brabrand, C., & Dahl, B. (2009), Using the SOLO-Taxonomy to Analyze Competence Progression of University Science Curricula, Higher Education, 58(4), 531-549.
Bucciarelli, Louis L. 1994. Designing Engineers. Cambridge, Mass: MIT Press.
De Graaff, E., & Kolmos, A. (Eds.) (2007). Management of
Change: Implementation of Problem-Based and Project-Based Learning in Engineering. Rotterdam: Sense Publishers.
Du, Xiangyun, & Anette Kolmos (2009). Increasing the diversity of engineering education – a gender analysis in a PBL context. European Journal of Engineering Education, 34(5), 425–37.
Garland, R. (1991). The Mid-Point on a Rating Scale: Is it desirable? Marketing bulletin, research note 3, pp. 66-70.
Goldberg, David E., & Sommerville, M. (2014). A Whole New Engineer. 1 edition. Douglas, MI: ThreeJoy Associates, Inc.
Holgaard, J. E., Kolmos, A., & Du, X. (2007). Assessment of Project and Problem Based Learning, Joining Forces in Engineering Education towards Excellence. Proc. 41th Conference of the International Group for the European Society for Engineering Education (SEFI) and IGIP Joint Annual Conference 2007 (10 pages). SEFI: European Association for Engineering Education.
Jamison, A., Christensen, S. H. & Botin, L. (2011). A Hybrid Imagination: Science and Technology. Cultural Perspective. Synthesis Lectures on Engineers, Technology and Society 6 (2): 1–180.
Kiib, H. (2006). PpBL® in Architechture and Design. In The Aalborg PBL model – Progress, Diversity and Challenges, A. Kolmos, F. K. Fink, & L. Krogh (Eds.). Aalborg University Press.
Kolmos, A., Fink, F. K., & Krogh, L. (2004). The Aalborg Model: Problem-Based and Project-Organised Learning. In A. Kolmos, F. K. Fink, & L. Krogh (Eds.), The Aalborg PBL model: Progress, Diversity and Challenges (pp. 9-18). Aalborg: Aalborg University Press.
Kolmos, A., & Holgaard, J. E. (2007). Alignment of PBL and Assessment. Journal of Engineering Education – Washington, 96(4), 1-9.
Kolmos, A.; Holgaard, J. E. & Dahl, B. (2013). Reconstructing the Aalborg Model for PBL: A case from the Facuty of Engineering and Science, Aalborg University. PBL Across Cultures. In K. Mohd-Yusof, M. Arsat, M. T. Borhan, E. de Graaff, A. Kolmos & F. A. Phang (Eds.). Aalborg: Aalborg Universitetsforlag, p. 289-296.
Kolmos, A., Mejlgaard, N., Haase, S. & Holgaard, J. E. (2013). Motivational factors, gender and engineering education. European Journal of Engineering Education, 38(3): 340–58.
Krosnick, J. A. (1991). Response Strategies for Coping with the Cognitive Demands of Attitude Measures in Surveys. Applied Cognitive Psychology, 5(3), 213-236.
Mosgaard, M., & Spliid, C. M. (2011). Evaluating the impact of a PBL-course for first-year engineering students learning through PBL-projects. 2nd International Conference on Wireless Communication, Vehicular Technology, Information Theory and Aerospace & Electronic Systems Technology (Wireless VITAE). IEEE Press.
Nulty, D. D. (2008). The adequacy of response rates to online and paper surveys: What can be done? Assessment & Evaluation in Higher Education. 33(3), 301-314.
Romberg, T. A. (Eds.) (1995). Reform in School Mathematics and Authentic Assessment. Albany: State University of New York.
Sheri D. Sheppard, S. D., Macatangay, K., Colby, A., & Sullivan, W. M. (2008). Educating Engineers: Designing for the Future of the Field. Jossey Bass.
Willis, S. C., Jones, A., Bundy, C., Burdett, K., Whitehouse, C. R., & O’Neill, P. A. (2002). Small-group work and assessment in a PBL curriculum: A qualitative and quantitative evaluation of student perceptions of the process of working in small groups and its assessment. Medical Teacher, 24(5), 495-501.
Articles published in Journal of Problem Based Learning in Higher Education are following the license Creative Commons Attribution (CC-BY)
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC-BY). Further information about Creative Commons