Reference Hub1
Portfolio Assessment in Engineering: Student Perspectives on Effective Implementation

Portfolio Assessment in Engineering: Student Perspectives on Effective Implementation

Benjamin Taylor, Lois R. Harris, Joanne Dargusch
Copyright: © 2017 |Volume: 6 |Issue: 2 |Pages: 21
ISSN: 2155-496X|EISSN: 2155-4978|EISBN13: 9781522514701|DOI: 10.4018/IJQAETE.2017070101
Cite Article Cite Article

MLA

Taylor, Benjamin, et al. "Portfolio Assessment in Engineering: Student Perspectives on Effective Implementation." IJQAETE vol.6, no.2 2017: pp.1-21. http://doi.org/10.4018/IJQAETE.2017070101

APA

Taylor, B., Harris, L. R., & Dargusch, J. (2017). Portfolio Assessment in Engineering: Student Perspectives on Effective Implementation. International Journal of Quality Assurance in Engineering and Technology Education (IJQAETE), 6(2), 1-21. http://doi.org/10.4018/IJQAETE.2017070101

Chicago

Taylor, Benjamin, Lois R. Harris, and Joanne Dargusch. "Portfolio Assessment in Engineering: Student Perspectives on Effective Implementation," International Journal of Quality Assurance in Engineering and Technology Education (IJQAETE) 6, no.2: 1-21. http://doi.org/10.4018/IJQAETE.2017070101

Export Reference

Mendeley
Favorite Full-Issue Download

Abstract

Learning professional skills through exposure to real-world contexts demands sophisticated assessment practices. However, complex and often novel genres can be daunting for undergraduate students. This study examined student perspectives as they engaged in Portfolio assessment for the first time within a core undergraduate engineering unit. 42 students were surveyed (27%) with 11 participating in a follow-up telephone interview. Students rated content derived from their contributions to team projects as the most valuable component of their portfolio in terms of demonstrating the unit learning outcomes and developing the skills and dispositions needed in professional practice. The team structure of many learning opportunities encouraged students to collaborate and to draw on each other as instructional resources. The data indicated it is highly worthwhile for instructors to develop static resources that reduce students' need to contact instructors with trivial questions, though lecturer contact was deemed essential and effective for comprehending more complex tasks.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.