An Online Assessment and Feedback Approach in Project Management Learning

Ana González-Marcos, Fernando Alba-Elías, Joaquín Ordieres-Meré

2017

Abstract

This work presents an online system to facilitate the assessment and feedback in project management education. Students are involved in real-world engineering projects in order to promote professional project management learning. Thus, students share an experience in executing and managing projects and are able to put into practice different skills and competences that a project member should possess in the development of a project. The proposed system considers competence assessment through different pieces of evidence that are pertinent to each assessed competence. Information from the three main actors in learning activities (teacher, peer, and learner) is collected by means of specifically developed online forms. All the gathered evidences are considered in a weighted integration to yield a numerical assessment score of each competence that is developed for each student. Furthermore, three different types of feedback are implemented and provided several times in order to promote and improve students’ learning. Data analysis from a specific academic course suggest that the presented system has a positive impact on students’ academic performance.

References

  1. Andersson, C. and Palm, T. (2017). The impact of formative assessment on student achievement: A study of the effects of changes to classroom practice after a comprehensive professional development programme. Learning and Instruction, 49:92-102.
  2. Andrade, H. and Du, Y. (2007). Student responses to criteria-referenced self-assessment. Assessment and Evaluation in Higher Education, 32(2):159-181.
  3. Black, P. and Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1)(1):7-74.
  4. Black, P. and Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1):5-13.
  5. Boud, D. (1995). Enhancing learning through selfassessment. Kogan Page, London.
  6. Brookhart, S. M., Moss, C. M., and Long, B. A. (2010). Teacher inquiry into formative assessment practices in remedial reading classrooms. Assessment in Education: Principles, Policy & Practice, 17(1):41-58.
  7. Caupin, G., Knoepfel, H., Koch, G., Pannenbcker, K., Perez-Polo, F., and Seabury, C. (2006). IPMA Competence Baseline, version 3. International Project Management Association.
  8. Clark, I. (2012). Formative assessment: Assessment is for self-regulated learning. Educational Psychology Review, 24(2):205-249.
  9. Falchikov, N. (2001). Learning Together. RoutledgeFalmer, London.
  10. Gibbs, G. and Simpson, C. (2004). Conditions under which assessment supports students learning. Learning and Teaching in Higher Education, 1:3 - 31.
  11. Gielen, S., Peeters, E., Dochy, F., Onghena, P., and Struyven, K. (2010). Improving the effectiveness of peer feedback for learning. Learning and Instruction, 20(4):304-315.
  12. Gikandi, J. W., Morrow, D., and Davis, N. E. (2011). Online formative assessment in higher education: A review of the literature. Computers and Education, 57(4):2333- 2351.
  13. González-Marcos, A., Alba-Elías, F., Navaridas-Nalda, F., and Ordieres-Meré, J. (2016). Student evaluation of a virtual experience for project management learning: An empirical study for learning improvement. Computers & Education, 102:172-187.
  14. González-Marcos, A., Alba-Elías, F., and Ordieres-Mer é, J. (2015). An analytical method for measuring competence in project management. British Journal of Educational Technology, 47(6)(6):1324-1329.
  15. Meusen-Beekman, K. D., Joosten-ten Brinke, D., and Boshuizen, H. P. A. (2016). Effects of formative assessments to develop self-regulation among sixth grade students: Results from a randomized controlled intervention. Studies in Educational Evaluation, 51:126- 136.
  16. Miller, C. M. L. and Parlett, M. R. (1974). Up to the Mark: A Study of the Examination Game. Society for Research into Higher Education.
  17. Nicol, D. J. and Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in higher education, 31(2):199-218.
  18. Office Of Government Commerce (2009). Managing Successful Projects with PRINCE2(TM). Office Of Government Commerce.
  19. Panadero, E., Alonso-Tapia, J., and Huertas, J. A. (2014). Rubrics vs. self-assessment scripts: effects on first year university students' self-regulation and performance. Infancia y Aprendizaje, 37(1):149-183.
  20. Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31(6):459 - 470.
  21. Ross, J. (2006). The reliability, validity, and utility of selfassessment. Practical Assessment, Research & Evaluation, 11(10):1-13.
  22. Shute, V. J. (2008). Focus on Formative Feedback. Source: Review of Educational Research, 78228173(1):153- 189.
  23. Snyder, B. R. (1971). The Hidden Curriculum. MIT Press, MA.
  24. Strudwick, R. and Day, J. (2015). Developing effective assignment feedback for an interprofessional learning module-An action research project. Nurse Education Today, 35(9):974-980.
  25. Tenório, T., Bittencourt, I. I., Isotani, S., and Silva, A. P. (2016). Does peer assessment in on-line learning environments work? a systematic review of the literature. Computers in Human Behavior, 64:94-107.
  26. Topping, K. (1998). Peer assessment between students in colleges and universities. Review of Educational Research, 68(3):249-276.
  27. Tridane, M., Belaaouad, S., Benmokhtar, S., Gourja, B., and Radid, M. (2015). The Impact of Formative Assessment on the Learning Process and the Unreliability of the Mark for the Summative Evaluation. Procedia - Social and Behavioral Sciences, 197(February):680- 685.
  28. van den Berg, I., Admiraal, W., and Pilot, A. (2006). Design principles and outcomes of peer assessment in higher education. Studies in Higher Education, 31(3):341- 356.
  29. van Gennip, N. A., Segers, M. S., and Tillema, H. H. (2010). Peer assessment as a collaborative learning activity: The role of interpersonal variables and conceptions. Learning and Instruction, 20(4):280-290. Unravelling Peer Assessment.
  30. van Zundert, M., Sluijsmans, D., and van Merrinboer, J. (2010). Effective peer assessment processes: Research findings and future directions. Learning and Instruction, 20(4):270-279. Unravelling Peer Assessment.
Download


Paper Citation


in Harvard Style

González-Marcos A., Alba-Elías F. and Ordieres-Meré J. (2017). An Online Assessment and Feedback Approach in Project Management Learning . In Proceedings of the 9th International Conference on Computer Supported Education - Volume 2: CSEDU, ISBN 978-989-758-240-0, pages 69-77. DOI: 10.5220/0006367500690077


in Bibtex Style

@conference{csedu17,
author={Ana González-Marcos and Fernando Alba-Elías and Joaquín Ordieres-Meré},
title={An Online Assessment and Feedback Approach in Project Management Learning},
booktitle={Proceedings of the 9th International Conference on Computer Supported Education - Volume 2: CSEDU,},
year={2017},
pages={69-77},
publisher={SciTePress},
organization={INSTICC},
doi={10.5220/0006367500690077},
isbn={978-989-758-240-0},
}


in EndNote Style

TY - CONF
JO - Proceedings of the 9th International Conference on Computer Supported Education - Volume 2: CSEDU,
TI - An Online Assessment and Feedback Approach in Project Management Learning
SN - 978-989-758-240-0
AU - González-Marcos A.
AU - Alba-Elías F.
AU - Ordieres-Meré J.
PY - 2017
SP - 69
EP - 77
DO - 10.5220/0006367500690077