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Using an evidential reasoning approach for portfolio assessments in a project-based learning engineering design course

Citation

Jaeger, M and Adair, D, Using an evidential reasoning approach for portfolio assessments in a project-based learning engineering design course, European Journal of Engineering Education, 40, (6) pp. 638-652. ISSN 0304-3797 (2015) [Refereed Article]

Copyright Statement

2015 SEFI

DOI: doi:10.1080/03043797.2014.1001817

Abstract

The purpose of this study is to analyse the feasibility of an evidential reasoning (ER) method for portfolio assessments and comparison of the results found with those based on a traditional holistic judgement. An ER approach has been incorporated into portfolio assessment of an undergraduate engineering design course delivered as a project-based learning (PBL) course and the calculated utility interval means of the student results compared with weighted rubric means based on a traditional holistic judgement. The findings show the ER method superior to the traditional holistic judgement in that ER is capable of incorporating, firstly, assessors' ignorance of information concerning the portfolio development and content and, secondly, incomplete portfolio information. The ER approach is a commendable alternative to traditional holistic judgement of PBL portfolios, since it provides additional information, increases accuracy and is easier to use.

Item Details

Item Type:Refereed Article
Keywords:portfolio assessment, evidential reasoning, PBL
Research Division:Engineering
Research Group:Other Engineering
Research Field:Engineering not elsewhere classified
Objective Division:Construction
Objective Group:Other Construction
Objective Field:Construction not elsewhere classified
Author:Jaeger, M (Dr Martin Jaeger)
Author:Adair, D (Dr Desmond Adair)
ID Code:105599
Year Published:2015
Web of Science® Times Cited:1
Deposited By:Engineering
Deposited On:2016-01-10
Last Modified:2017-11-06
Downloads:0

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