ENroute Yearbook 2015-16
Introducing Formative Assessment in a Chinese Classroom Chrysoula Pantsi , School of Engineering & Built Environment , Fellow
To support students ’ development , such as analytical skills , critical thinking and communication skills , an atypical method of assessment , in comparison to the traditional Chinese methods , was introduced to two modules : ‘ Construction in Engineering ’ and ‘ Construction Project Management : Finance , Construction Economics , Estimating & Tendering ’ taught in China . The basis of this idea was to include formative assessment in which the students would have the ability to engage in dialogue , interact with their classmates , experience learning through workshops , receive feedback and then follow up with their exam as part of their summative assessment . In addition , it would be an effective method of preparation for their academic integration prior to their arrival to Edinburgh Napier .
The modules were assessed by exam and coursework . Teams of five worked together on real-life scenarios on the coursework that comprised a report of 2000 words submitted in the first week for the first module and a poster submitted in the second week for the second module . The two pieces of coursework were developed in a holistic manner in order to include most of the learning outcomes of the modules . Parallel to the lectures and prior to the submission , three workshops were organised for each module to guide the students towards the successful completion of the assessment . Emphasis was placed on the workshops in order to enhance the learning experience of the students : the students had to answer questions , collaborate and discuss with their peers regarding their options on the assessment , exchange information , solve queries and develop a plan for the project . Both individual and team feedback was provided to the students throughout the whole process . This encouraged the students to approach the subject from different perspectives as well as to develop the students ’ independent learning and research skills , creativity , and comprehension .
Initially , the assessment challenged the students ’ conceptions of learning . Nevertheless , after the first workshop , the success of the assessment was reflected by the enthusiasm of the students , their positive feedback , and motivation .
Chrysoula with her Chinese students
18