Developing a New Approach to the Assessment of Project Work

Abstract

Despite the inevitable constraints inherent in effecting a major change of policy and practice, a new approach to the assessment of undergraduate honours research projects in two science-based teaching units was achieved through an evolutionary active research-based process. The implications of a transition from a subjective assessment of honours projects to a more objective, criterion-referenced strategy were investigated through implementation and feedback. A pilot study was undertaken in which project assessors were asked to use a criterion-referenced scheme in parallel with the existing scheme. Statistical analyses of data obtained using both the 'old' and 'new' schemes confirmed the reliability of the new criterion-referenced assessment strategy. In addition, the new scheme offered a number of important advantages over the old system: (1) increased objectivity through reference to a number of clearly defined explicit criteria, (2) opportunity for the provision of valuable feedback to the students, (3) flexibility with regard to the weightings and collation of marks, and (4) ease of use. Devising the perfect assessment strategy is an elusive pursuit, but implementing a scheme which contributes to a more student-centred ethos of teaching, learning and assessment is surely a step in the right direction.

Undergraduate project work: can directed tutor support enhance skills development?

“…As indicated in the Introduction, the research presented in this paper attempts to develop the ideas and outcomes from earlier research, particularly the work of Gabb (1981), Stenfani et al (1997) and Tariq et al (1998). The key aspects of this previous work that we have pursued are as follows.…”

“…The research presented in this paper attempts to develop the ideas and findings of earlier research, particularly the work of Gabb (1981), Stenfani et al (1997 and Tariq et al (1998). Specifically, the following questions are addressed with particular reference to biology final year projects at Staffordshire University; although the findings may have more general applications.…”

“…• Stenfani et al (1997) advocated the importance of open discussion, feedback to students and transparency of assessment. • Tariq et al (1998) again stressed open discussion and explicit assessment criteria.…”

“…Tariq et al (1998) identified that in honours project work students rarely get sufficient training in the skills they require to undertake their projects, including writing extended reports. Also emphasized were concerns that many assessment strategies are still controlled by academic staff.…”

Quantification for complex assessment: uncertainty estimation in final year project thesis assessment

“…Webster, Pepper and Jenkins (2000) discussed some common general criteria for FYP thesis and their ambiguity regarding use, meaning and application following Tarq et al (1998), who attempted to improve the objectivity of assessment criteria for the FYP assessment. Woolf (2004) more specifically stated on the FYP assessment criterion weighting: 'The departments are as silent on the weightings that they apply to their criteria as they are on the number of criteria that contribute to a grade'.…”