Can teaching be evaluated through reflection on student performance in continuous assessment? A case study of practical engineering modules

Abstract

Research and practice is presented on the use of student assessments as part of reflective practice to evaluate teaching. Case studies are presented in the delivery of Engineering modules across a number of years at undergraduate and postgraduate levels. Both student performance in continuous assessment and student feedback on assessments highlighted the need for a shift in techniques from end-of-year examination to field-based continuous assessment. Data collected on student feedback highlighted their appreciation for the value of field-based continuous assessments on their learning and showed that it clearly fostered engagement. Student assessments in written examinations failed to adequately determine their ability to meet key learning outcomes specific to these modules.

Keywords:

• continuous assessment
• reflection
• student feedback
• teaching evaluation

Acknowledgements

The authors would like to thank the National Academy for the Integration of Research, Teaching and Learning (NAIRTL) for part funding this research through the Centre for Academic Practice and eLearning, Trinity College Dublin.