The ‘Power Test’: its impact on student learning in a materials science course for engineering students

Abstract

This paper explores the impact on students’ learning of a change in assessment in a materials science course for engineers. The theory behind the move is discussed with reference to previous work on developing deeper approaches to learning in students at university. The new concept adopted was a ‘power test‘ — an open book format final exam, with extended time and opportunities for colleague interaction. Student response was evaluated by interviews and structured group discussions using a nominal group technique and outcomes were assessed by classification of student exam answers using the SOLO taxonomy of Biggs & Collis (1982). Results were compared with those of students taking the same course in the previous year but who were assessed by standard closed book exam. Problems associated with the introduction of such a novel course assessment to an otherwise traditional degree are discussed.