Implications of Assessing Student-Driven Projects
A Case Study of Possible Challenges and an Argument for Reflexivity
Bibliographic Data
| ID | 22045488 |
|---|---|
| Authors | Sofie Pedersen (0000-0002-7529-6876, Roskilde University, corresponding author), Mads Hobye (0000-0001-8101-9982, Roskilde University) |
| Year | 2020 |
| Volume | 10 |
| Issue | 1 |
| Pages | 19 |
| Publication date | 2020-01-08 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci10010019 |
| OpenAlex | W3000408105 |
| Language | EN |
| Citations received | 3 |
| References cited | 22 |
Employing student-driven project work in a higher education setting challenges not only the way in which we understand students’ learning and how we define the expected learning outcomes, it also challenges our ways of assessing students’ learning. This paper will address this question specifically and illustrate with a case that highlights some of the challenges that may arise in practice when assessing student-driven, problem-based projects. The case involved an assessment situation in which a discrepancy arose between the internal and external examiner in relation to what was valued. The discrepancy had consequences not only for the concrete assessment of students’ work, but also for the validity of the problem-based university pedagogy in general, and it raised the question of how to assess students’ work adequately. The research focus of this study was to explore the implications of assessing student-driven projects within a progressive approach to higher education teaching, along with the potential underlying issues. We found a need for clear assessment criteria while insisting on a space for students’ creativity and reflexivity as essential parts of a learning process. The paper thus makes a case for the notion of reflexivity as an assessment criterion to be integrated into learning objectives
Creativity · Engineering ethics · Higher education · Mathematics education · Pedagogy · Political science · Reflexivity · Sociology · Computer Science · Engineering · Higher Education and Employability · Higher Education Learning Practices · Higher Education Practises and Engagement · Medicine · Psychology · Social Psychology
Optimizing Student-Driven Learning (SdL) through a Framework Designed for Tailoring Personal Student Paths
Project-based learning and its effectiveness
The Impact and Measurement of Today’s Learning Technologies in Teaching Software Engineering Course Using Design-Based Learning and Project-Based Learning
Subjectivity and Knowledge
Making a Mess with Method1
Rethinking Assessment in Higher Education
Making Social Science Matter
On Becoming a Critically Reflexive Practitioner
Students as co‐creators of teaching approaches, course design, and curricula
Case Study Research
Toward an Epistemology of the Hand
The Sage Handbook of Social Science Methodology
Making cooperative learning work
The student as co-producer
| Unique citing works | 3 |
|---|---|
| Citations per year | 0,5 |
| Citation span | 2020 - 2023 (4) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 3 |