Using an Evidential Reasoning Approach for Portfolio Assessments in a Project-Based Learning Engineering Design Course

Autor/inn/en	Jaeger, Martin; Adair, Desmond
Titel	Using an Evidential Reasoning Approach for Portfolio Assessments in a Project-Based Learning Engineering Design Course
Quelle	In: European Journal of Engineering Education, 40 (2015) 6, S.638-652 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2014.1001817
Schlagwörter	Engineering Education; Design; Portfolio Assessment; Logical Thinking; Evidence; Evaluation Methods; Holistic Approach; Undergraduate Students; Student Projects; Scoring Rubrics; Foreign Countries + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Portfoliobeurteilung; Evidenz; Holistischer Ansatz; Schulprojekt; Scoring formulas; Auswertungsbogen; Ausland
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01