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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 |
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Keywords: | portfolio assessment, evidential reasoning, PBL |
Research Division: | Engineering |
Research Group: | Other engineering |
Research Field: | Other engineering not elsewhere classified |
Objective Division: | Construction |
Objective Group: | Other construction |
Objective Field: | Other construction not elsewhere classified |
UTAS Author: | Jaeger, M (Dr Martin Jaeger) |
UTAS Author: | Adair, D (Dr Desmond Adair) |
ID Code: | 105599 |
Year Published: | 2015 |
Web of Science® Times Cited: | 2 |
Deposited By: | Engineering |
Deposited On: | 2016-01-10 |
Last Modified: | 2017-11-06 |
Downloads: | 0 |
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