Issues Influencing Assessment Practices of Inter-Program Challenge-Based Learning (CBL) in Engineering Education: The Case of ISBEP At TU/e innovation Space

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Abstract

This paper reports on 11 issues influencing the assessment practices of ISBEP, an inter-program Challenge-Based Learning (CBL) project facilitated by TU/e innovation Space. To this end, we first identified four characteristics of inter-program CBL guided by the existing literature. Building on an exploratory, qualitative research study conducted over a period of seven months with students and coaches of the TU/e innovation Space Bachelor End Project (ISBEP), we identified the issues arising from those characteristics that had an influence on assessment. Our results and discussion are framed around the theory of constructive alignment, and suggest the need for more time to navigate a challenge; clarity on roles and expectations across the multiple stakeholders involved in the learning process; agreement on learning goals that foster the development of disciplinary knowledge and broad skills; and design and evaluation of assessment practices that are uniform across departments in the institution.
Original languageEnglish
Title of host publicationSEFI 48th Annual Conference Engaging Engineering Education, Proceedings
Subtitle of host publicationProceedings
EditorsJan van der Veen, Natascha van Hattum-Janssen, Hannu-Matti Järvinen, Tinne de Laet, Ineke ten Dam
PublisherTwente University
Pages522-532
Number of pages11
ISBN (Electronic)9782873520205
ISBN (Print)978-2-87352-020-5
Publication statusPublished - 2020
EventSEFI2020 Annual Conference Online - Online
Duration: 20 Sep 202024 Sep 2020

Conference

ConferenceSEFI2020 Annual Conference Online
Period20/09/2024/09/20

Keywords

  • Challenge Based Learning, Assessment, Interdisciplinary Education, Inter-Program Education
  • Interdisciplinary education
  • Inter-program education
  • Challenge-based learning
  • Assessment practices

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