A group-based multiple assessment strategy for construction-related subjects

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Journal Article

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Assessment, Formative assessment, Problem based learning, Group work




A review of the theory and literature on learning and assessment over the last thirty years indicates that group-based problem-solving assessment is suitable for construction-related subjects. Construction practices normally involve a multi-disciplinary team to complete a project under a range of constraints and it is contended that these simulations in assignments can train students to acquire real life knowledge and skills. Nonetheless, there has been a lack of research on how this assessment method should be undertaken effectively to motivate student learning, promoting learner autonomy and attainment of learning outcomes, especially under the constraints of limited resources. This research aims to develop an effective assessment framework for construction-related subjects. A theoretical assessment strategy framework was first established, which was then tested by qualitative case study methodology to see if it could explain the success in learning and assessment of a critical case. The research findings show that the theoretical group-based problem-solving assessment could not fully explain the successful assessment of the case. A Full Multiple Assessment Strategy should be applied, in which the group-based problem solving is supplemented by formative assessment at critical stages, guidance and marking by the same tutor, as well as simple and fair collaborative assessment. Such a framework forms the basis on which further research can build to develop effective assessment models for group-based problem-solving subjects in other fields.

Source Publication

Journal for Education in the Built Environment

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