Undergraduate projects and their assessment

Allison, J.; Benson, F.A.

doi:10.1049/ip-a-1.1983.0073

Cited by 11 publications

(6 citation statements)

References 20 publications

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“…Enemali (2010) 11 added that the purpose of monitoring or supervision is to continuously check the progress of implementation. Image of students practical projects is form through careful supervision and it is from there that judgment is "made about resourcefulness initiative and creative thinking" (Allison and Benson 1983) 12 . No doubt, lecturers' lack of design skill as one of the finding of this study impede practical skill development among the students.…”

Section: Discussion Of Findingsmentioning

confidence: 99%

“…4. Lecturers should be regularly retrained to update their skills especially on practical projects and 12 who made a declaration that practical projects enable students to be accountable for the "tempo, direction and activity of their learning". Practical projects inspire the development of several skills among the students as well as feelings in confronting real life problems.…”

Section: Recommendationmentioning

confidence: 99%

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2017

IJPSR

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ABSTRACT:There is no doubt that quite a number of obstacles are stumbling blocks to students' practical skill acquisition. Such impediments could either be as a result of factors directly related to students, their lecturers or the institutions where the students are undergoing their training. This study identified the hindrances to practical skill development among the students in Kaduna Polytechnic, Nigeria. Four research questions and a nullhypothesis guided the study. 840 Academic staff and 18000 students of the polytechnic form the population, out of which proportionate stratified random sampling technique was used to draw a sample of I68 lecturers and 900 students for the study. A 52-item questionnaire was used to collect data from the respondents, while mean statistics and z-test were used for data analysis and testing of hypothesis respectively. The study revealed that there is no significant difference in the mean response of lecturers and student on obstacles to practical skill development among the students in Kaduna Polytechnic. The major findings include students' lack of sound technical background, leading to poor quality projects; large class size which result in lecturers' inability to organize proper practical session for the students and obsolesce of many machine/equipment in workshops/laboratories. Finally, the study recommended that the institution should provide adequate tools/materials in workshop/laboratories and that such should be properly maintained.

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Section: Discussion Of Findingsmentioning

confidence: 99%

Section: Recommendationmentioning

confidence: 99%

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2017

IJPSR

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“…The characteristics of engineering FYPs in Australia and Europe have been outlined by Ku and Goh (2010) and some in US by Ghosh (1999), in New Zealand by Littlefair and Gossman (2008), in Israel by Vitner and Rozenes (2009) and in South Africa by Shay (2004). Also, various aspects have been discussed by many stakeholders (Allison and Benson 1983;Jackson 1987;Stewart and Nesbitt 2005;Henderson et al 2009;Valderrama et al 2009) since 1975 (Cornwall 1975;Black 1975). The FYP has been known as the major component for the culmination of the learning process.…”

Section: Introductionmentioning

confidence: 97%

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

Kim

2013

European Journal of Engineering Education

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A quantitative method for estimating an expected uncertainty (reliability and validity) in assessment results arising from the relativity between four variables, viz examiner's expertise, examinee's expertise achieved, assessment task difficulty and examinee's performance, was developed for the complex assessment applicable to final year project thesis assessment including peer assessment. A guide map can be generated by the method for finding expected uncertainties prior to the assessment implementation with a given set of variables. It employs a scale for visualisation of expertise levels, derivation of which is based on quantified clarities of mental images for levels of the examiner's expertise and the examinee's expertise achieved. To identify the relevant expertise areas that depend on the complexity in assessment format, a graphical continuum model was developed. The continuum model consists of assessment task, assessment standards and criterion for the transition towards the complex assessment owing to the relativity between implicitness and explicitness and is capable of identifying areas of expertise required for scale development.

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“…A problem familiar to many persons working in higher education is that of academic examiners assessing in a limited time a large number of student project reports [1], as is now required as a part of most undergraduate degree courses in all branches of engineering. If the number of projects is too large for assessment by one person in the time available, a popular system, widely adopted, is for two experts drawn from the examining panel to be assigned to each project and to arrive at independent numerical assessments which are arithmetically averaged to give the final numerical assessment.…”

Section: Introductionmentioning

confidence: 99%

Comparison of Two Quantitative Methods of Determining Rater Bias

Woods

Chan

2003

J of Engineering Edu

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Two methods of detecting and quantifying rater bias, i.e., bias introduced by persons assessing projects, have recently been independently proposed. In this paper, the data used to demonstrate and introduce each method are analysed using the other method so that a meaningful comparison between the two methods may be made. It is found that the two methods are not exactly equivalent although the results from both are broadly similar.

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Undergraduate projects and their assessment

Cited by 11 publications

References 20 publications

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

Comparison of Two Quantitative Methods of Determining Rater Bias

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