The identity reflected in the assessment criteria for a professional Honours degree thesis

Abstract

It has been argued in recent educational literature that assessment drives learning, and that assessment should therefore rigorously align with the intended outcomes of a course of study. This article describes a research project analysing the assessment tool for the research component of a professional degree in a faculty of engineering and the built environment at a university in South Africa. The research employs an action research methodology to undertake two cycles of planning, fact-finding and execution in order to improve the assessment tool.

During the first cycle of research the outcomes for the research component are found to orientate towards an academic rather than professional identity. Moreover, the academic expectations are not made explicit to staff or students in the assessment tool. During the second cycle a new tool is developed and implemented. Evaluation of the new tool shows improved alignment with the outcomes of the course. However, the analysis highlights a number of further areas for improvement, and the article concludes with recommendations for future assessment design.

Keywords:

• assessment validity
• identity
• academic genres
• complex tasks