Inter-module coursework sharing: practical assessment of benefits to staff and students

Christopher J.M. Smith*, Nerea Etura Luque, Ian Wilson

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

Modular course structures can lead to overlap of material and subsequent confusion amongst students. Moreover, students are looking for prompt feedback (both summative and formative) with the level of appropriate and timely feedback being considered within the National Student Survey. Integrative assessment has been proposed as a solution to address these important factors. In this paper, results of a group coursework around manufacturing strategy and factory layout in a start-up business was shared across two modules in the final year of a top-up engineering management degree at Coventry University; product types and business locations reflected diverse subject and geographic backgrounds of students. These modules were chosen due to the overlap of some intended learning outcomes. The coursework was designed to provide formative feedback (via tutorials) and the summative assessment was in 2 phases - phase one was scheduled to provide feedback to another piece of related coursework on one of these modules. Moreover, the video (produced as part of the first phase) were shown to students where they provided written feedback to the other student groups based around the official marking structure. Student feedback about this approach was positive, appreciating reduced assessment workload as well as integrating concepts across modules. Graduates valued the work-place preparation that resulted from analysing a whole business and being able to apply theory. From a staff perspective, reduced assessment of 305 students and structured written feedback to the students helped overall. Moreover, engaging the students in the feedback process was productive although minor discrepancies between student and staff perceptions of performance had to be addressed through formal marking and feedback process.

Original languageEnglish
Title of host publicationEE 2012 - International Conference on Innovation, Practice and Research in Engineering Education, Conference Proceedings
Publication statusPublished - 2012
Externally publishedYes
EventInternational Conference on Innovation, Practice and Research in Engineering Education 2012 - Coventry University, Coventry, United Kingdom
Duration: 18 Sept 201220 Sept 2012
Conference number: 94845

Publication series

NameEE 2012 - International Conference on Innovation, Practice and Research in Engineering Education, Conference Proceedings

Conference

ConferenceInternational Conference on Innovation, Practice and Research in Engineering Education 2012
Abbreviated titleEE 2012
Country/TerritoryUnited Kingdom
CityCoventry
Period18/09/1220/09/12

ASJC Scopus subject areas

  • Management of Technology and Innovation
  • Education

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