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dc.contributor.convenorCurtin University
dc.contributor.authorStewart, Rodney
dc.contributor.authorWalker, Angela
dc.contributor.editorA/Prof Euan Lindsay and Dr Yasir M. Al-Abdeli
dc.date.accessioned2017-05-03T15:02:21Z
dc.date.available2017-05-03T15:02:21Z
dc.date.issued2011
dc.date.modified2012-03-12T05:51:07Z
dc.identifier.refuriwww.aaee.com.au/
dc.identifier.urihttp://hdl.handle.net/10072/43578
dc.description.abstractThe very nature of an Engineer implies that one has an inherent passion for investigation and problem solving. The secondary school system and to some extent the traditional university system is focused on teacher-centred learning; however, this approach does not ideally foster deep learning approaches, research-based learning (RBL) and teamwork that are vital attributes of any graduate engineer. Previous studies have confirmed that engineering students thrive and feel comfortable with traditional teacher-centred learning, which is focused on exams, and rote learning. These research studies instigated a strong resolve of many engineering educators to implement project/problem-based learning (PBL) approaches in program curriculum in order to enhance graduate outcomes. This study offers one of the first attempts to link engineering students' approaches to learning with their assessment type preferences. The study empirically confirmed the proposition that deep learners also had a greater preference for deep assessment items and surface learners preferred surface assessment methods. Surface learners ranked both surface and deep assessment items on average lower than deep learners, indicating that surface learners do not have the same level of engagement in their learning through assessment in general. The paper concludes with some recommendations for engineering education policy and practice.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent104517 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.publisherCausal Productions
dc.publisher.placePerth, Australia
dc.publisher.urihttp://www.aaee.com.au/
dc.publisher.urihttp://www.aaee.com.au/conferences/2011/
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofconferencenameAustralasian Association of Engineering Education (AAEE) 2011 Conference
dc.relation.ispartofconferencetitleProceedings of the 2011 AAEE Conference
dc.relation.ispartofdatefrom2011-01-05
dc.relation.ispartofdateto2011-01-07
dc.relation.ispartoflocationFremantle, Western Australia
dc.rights.retentionY
dc.subject.fieldofresearchScience, Technology and Engineering Curriculum and Pedagogy
dc.subject.fieldofresearchcode130212
dc.titleLinking engineering students’ assessment preferences to their learning approaches
dc.typeConference output
dc.type.descriptionE1 - Conferences
dc.type.codeE - Conference Publications
gro.facultyGriffith Sciences, Griffith School of Engineering
gro.rights.copyright© The Author(s) 2011. The attached file is posted here with permission of the copyright owner[s] for your personal use only. No further distribution permitted. For information about this conference please refer to the publisher’s website or contact the authors.
gro.date.issued2011
gro.hasfulltextFull Text
gro.griffith.authorStewart, Rodney A.
gro.griffith.authorWalker, Angela


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    Contains papers delivered by Griffith authors at national and international conferences.

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