Please use this identifier to cite or link to this item: http://hdl.handle.net/10397/25642
DC FieldValueLanguage
dc.contributorDepartment of Building Services Engineering-
dc.creatorWong, L-
dc.creatorMui, K-
dc.creatorTo, W-
dc.date.accessioned2015-08-28T04:33:06Z-
dc.date.available2015-08-28T04:33:06Z-
dc.identifier.issn1446-2257-
dc.identifier.urihttp://hdl.handle.net/10397/25642-
dc.language.isoenen_US
dc.publisherUNESCO, International Centre for Engineering Educationen_US
dc.titleAssessment weighting of design project-based (DPB) subjects for engineering educationen_US
dc.typeJournal/Magazine Articleen_US
dc.identifier.spage215-
dc.identifier.epage218-
dc.identifier.volume4-
dc.identifier.issue2-
dcterms.abstractAny form of Design Project-Based (DPB) assessment should be valid, reliable and socially acceptable in that it must not cause offence to students, and must also be trusted and esteemed by those who have to act upon it. As the assessment component is an important issue of the subject, this study seeks to describe the evaluation and development of project-based assessment weighting factors by relating subject assessment results and students’ overall academic performance. In particular, weighting factors for four deliverables commonly included in a DPB subject of the Department of Building Services Engineering at the Hong Kong Polytechnic University, Hong Kong, China, ie verbal progress reports, formal project presentations, written group and individual reports, were determined by maximising the correlation between DPB subject marks and students’ overall academic performance in terms of Grade Point Average (GPA). The problem of organising projects for all students was tackled through an attitudinal survey; the assessment results were collected from the past two academic years. This indicated that formal project presentations associated with the highest correlation coefficients in all sample groups, while verbal progress reports was the lowest.-
dcterms.bibliographicCitationWorld transactions on engineering and technology education, 2005, v. 4, no. 2, p. 215-218-
dcterms.isPartOfWorld transactions on engineering and technology education-
dcterms.issued2005-
dc.identifier.rosgroupidr28622-
dc.description.ros2005-2006 > Academic research: refereed > Publication in refereed journal-
Appears in Collections:Journal/Magazine Article
Access
View full-text via PolyU eLinks SFX Query
Show simple item record

Page view(s)

119
Last Week
5
Last month
Citations as of Jul 12, 2020

Google ScholarTM

Check


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.