Collaborative design of assessment criteria to improve undergraduate student engagement and performance

ABSTRACT

Student engagement is vital in enhancing the student experience and encouraging deeper learning. Involving students in the design of assessment criteria is one way in which to increase student engagement. In 2011, a marking matrix was used at Aston University (UK) for logbook assessment (Group One) in a project-based learning module. The next cohort of students in 2012 (Group Two) were asked to collaboratively redesign the matrix and were given a questionnaire about the exercise. Group Two initially scored a lower average logbook mark than Group One. However, Group Two showed the greatest improvement between assessments, and the quality of, and commitment to, logbooks was noticeably improved. Student input resulted in a more defined, tougher mark scheme. However, this provided an improved feedback system that gave more scope for self-improvement. The majority of students found the exercise incorporated their ideas, enhanced their understanding, and was useful in itself.

KEYWORDS:

• Assessment design
• marking matrix
• student-centred
• mechanical engineering
• logbook

Acknowledgments

The author would like to acknowledge members of the Centre for Learning Innovation and Professional Practice at Aston University who instigated and supported this action research project. Specifically Dr Panos Vlachopolous and Dr Sandy Cope. The author would also like to acknowledge the CDIO team and technical support at Aston University who supported this research project, specifically Prof Geoff Tansley, Dr Gareth Thomson and Dr Mark Prince, Mr David Palmer, Mr Ken Little and Mrs Mahvash Miri. The author would also like to thank the students who took part in the optional questionnaire.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Laura Leslie is a lecturer in the School of Engineering and Applied Science. Her teaching and research interests include project-based learning, engineering science, materials and biomedical engineering.

Paul Gorman is a Student Experience Manager at Aston University. His research interests surround the student learning experience, project-based learning, critical pedagogy, and the marketisation of higher education.