From Theory to Practice- Selected papers from the 2013 ICLHE Conference
Student and supervisor interpretation of generic criteria for specific engineering projects
Abstract This paper offers an account of a pilot investigation into students’ and supervisors’ understanding and interpretation of university-wide guidelines and criteria for theses in engineering education. The university-wide criteria present both a means and a challenge for enhancing thesis quality. The expected standard is indicated but the challenge lies in the difficulty to interpret criteria relative to specific student projects. Consequently, there is a risk that despite articulating guidelines and criteria, the quality of theses does not improve since the discipline’s standards are insufficiently articulated by supervisors and poorly internalised by students. We suggest that revised supervision processes promoting student ownership and their informed engagement in criterion-based self- and peer-assessment might offer ways of promoting disciplinary discursive expertise for internalising standards by addressing the difficulty of understanding assessment criteria.
Keywords: Engineering education; Criteria-based rubric-articulated assessment; Rubrics
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