Undergraduate Project Work: Can Directed Tutor Support Enhance Skills Development?

Autor/inn/en	Orsmond, Paul; Merry, Stephen; Reiling, Kevin
Titel	Undergraduate Project Work: Can Directed Tutor Support Enhance Skills Development?
Quelle	In: Assessment & Evaluation in Higher Education, 29 (2004) 5, S.625-642 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
Schlagwörter	Undergraduate Study; Skill Development; Student Attitudes; Undergraduate Students; Evaluation Criteria; Student Projects; College Faculty; Teacher Attitudes; Questionnaires; Technical Writing; Biology; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Grundstudium; Kompetenzentwicklung; Qualifikationsentwicklung; Schülerverhalten; Schulprojekt; Fakultät; Lehrerverhalten; Fragebogen; Technical documentation; Technische Dokumentation; Biologie; Ausland
Abstract	Students' perceptions of their skills development and the overall value of their undergraduate project work were evaluated using data derived from questionnaires. Thirty-nine students completing their second year of study (i.e. prior to the commencement of project work) and 42 students completing their third-year project work took part. Thirteen tutors also completed questionnaires. They were asked to give their perceptions as to what skills project students developed and what attributes of project work enhanced both students' personal development and students' assessment grades. Results showed a shift in students' perceptions of the types of skills reinforced, developed and assessed within project work during the course of their third-year project. Their perceived views did not fully coincide with tutors' perceptions of student skills development, although evaluation of both the assessment and personal importance of particular aspects of project work showed some interesting relationships between students and tutors. The diversity of opinion shown in these results may be due to lack of clarification of assessment criteria rather than a "hidden curriculum". For example, the distinction between presentation of work and scientific writing may not be clear from an initial reading of the criteria. The outcomes of this study, with particular reference to the relationship between scientific writing and thinking, have implications regarding tutor and student discussion, the development of marking criteria and the use of plenary project support sessions. (Contains 3 figures and 4 tables.) (Author).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940. Web site: http://www.tandf.co.uk/journals/default.html.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10