Students' views of assessment in project-led engineering education

Journal article


Research Areas

Publication Details

Subtitle: findings from a case study in Portugal
Author list: Fernandes S, Flores MA, Lima RM
Publisher: Taylor & Francis (Routledge): SSH Titles
Publication year: 2012
Journal: Assessment & Evaluation in Higher Education (0260-2938)
Volume number: 37
Issue number: 2
Start page: 163
End page: 178
Number of pages: 16
ISSN: 0260-2938
eISSN: 1469-297X
Languages: English-Great Britain (EN-GB)


According to the demands of the Bologna process, new educational methods and strategies are needed in order to enhance student-centred learning. Project work is one of those approaches. This paper aims to evaluate the impact of project-led education (PLE) on students' learning processes and outcomes, within the context of a first-year engineering programme. It explores students' perceptions about assessment procedures and processes. Data collection was based on individual surveys at the end and the beginning of each PLE edition and through focus groups, after a period of six months. Findings are presented according to emerging themes from the data analysis, focusing mainly on students' perspectives of learning and assessment, the role of formative and summative assessments in PLE and their impact on learning. Implications for improving assessment practices are discussed.


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Last updated on 2018-12-04 at 19:55