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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Samenvatting

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.
Originele taal-2Engels
TitelSEFI 48th Annual Conference Engaging Engineering Education, Proceedings
SubtitelProceedings
RedacteurenJan van der Veen, Natascha van Hattum-Janssen, Hannu-Matti Järvinen, Tinne de Laet, Ineke ten Dam
UitgeverijTwente University
Pagina's522-532
Aantal pagina's11
ISBN van elektronische versie9782873520205
StatusGepubliceerd - 2020
Evenement48th Annual Conference on Engaging Engineering Education, SEFI 2020: Engaging Engineering Education - Online, Enschede, Online, Nederland
Duur: 20 sep. 202024 sep. 2020
Congresnummer: 48

Congres

Congres48th Annual Conference on Engaging Engineering Education, SEFI 2020
Verkorte titelSEFI 2020
Land/RegioNederland
StadEnschede, Online
Periode20/09/2024/09/20

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