ENroute Yearbook 2015-16
Introducing Formative Assessment in a Chinese Classroom Chrysoula Pantsi, School of Engineering & Built Environment, Fellow
To support students’ development, such as analytical skills, critical thinking and communication skills, an atypical method of assessment, in comparison to the traditional Chinese methods, was introduced to two modules:‘ Construction in Engineering’ and‘ Construction Project Management: Finance, Construction Economics, Estimating & Tendering’ taught in China. The basis of this idea was to include formative assessment in which the students would have the ability to engage in dialogue, interact with their classmates, experience learning through workshops, receive feedback and then follow up with their exam as part of their summative assessment. In addition, it would be an effective method of preparation for their academic integration prior to their arrival to Edinburgh Napier.
The modules were assessed by exam and coursework. Teams of five worked together on real-life scenarios on the coursework that comprised a report of 2000 words submitted in the first week for the first module and a poster submitted in the second week for the second module. The two pieces of coursework were developed in a holistic manner in order to include most of the learning outcomes of the modules. Parallel to the lectures and prior to the submission, three workshops were organised for each module to guide the students towards the successful completion of the assessment. Emphasis was placed on the workshops in order to enhance the learning experience of the students: the students had to answer questions, collaborate and discuss with their peers regarding their options on the assessment, exchange information, solve queries and develop a plan for the project. Both individual and team feedback was provided to the students throughout the whole process. This encouraged the students to approach the subject from different perspectives as well as to develop the students’ independent learning and research skills, creativity, and comprehension.
Initially, the assessment challenged the students’ conceptions of learning. Nevertheless, after the first workshop, the success of the assessment was reflected by the enthusiasm of the students, their positive feedback, and motivation.
Chrysoula with her Chinese students
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