Students' views of assessment in project-led engineering education

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.