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Skills Audit and Competency Assessment for Engineering Problem Solving Courses

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Title: Skills Audit and Competency Assessment for Engineering Problem Solving Courses


1
Skills Audit and Competency Assessment for
Engineering Problem Solving Courses
  • Peter Gibbings and Lyn Brodie
  • Faculty of Engineering and Surveying
  • University of Southern Queensland

2
Engineering and Surveying at USQ
3
Design Our Students Program.
4
Age profile of our students
5
Program restructure
Course Student cohort all majors
Research Project (individual) Bachelor of Engineering, Bachelor of Surveying
Engineering Problem Solving 4 (Teams of 4 students) Bachelor of Engineering, Bachelor of Surveying
Engineering Problem Solving 3 (Teams of 4 students) Bachelor of Engineering, Bachelor of Surveying
Engineering Problem Solving 2 (Teams of 6 students) Bachelor of Engineering, Bachelor of Surveying, Bachelor of Technology, Associate Degree
Engineering Problem Solving 1 (Teams of 8 students) Bachelor of Engineering, Bachelor of Surveying, Bachelor of Technology, Associate Degree
6
Reflection, peer and self assessment, project
outcomes form the assessment
7
Team process and assessment
  • Each team is required to solve a number of
    problems over the semester
  • For each problem teams submit a management plan
    which also covers individual learning goals and
    mentoring
  • Teams submit a draft and receive feedback both
    from facilitators and other teams
  • Final submission includes team reflection and
    response to feedback

8
Revised Assessment Strategy
  • Take more responsibility for their own learning
  • Identify their own individual learning objectives
    that allow them to extend and build on existing
    skill and competence,
  • Develop suitable strategies to achieve these
    individual learning objectives,
  • Provide a mechanism for students to monitor their
    own progress throughout the strand of PBL courses

9
Initial skills audit of students
  • Web based audit of existing skills and levels
  • Information for selection of teams for diversity
    based on skills and not program of enrolment
  • Sets up a basis for mentoring within the team on
    a planned and structured basis

10
Evidence of skills
  • Peer assessment/agreement and documentation of
    performance during team projects
  • Evidence of effective mentoring within the team
    in these skills,
  • Individual requests supported with documentary
    evidence of conduct during the project

11
Formal Assessment of Skills Portfolio
  • Skills and competencies will be directly linked
    to course objectives and graduate attributes.
  • They will be subdivided to
  • initial skills audit,
  • team skills,
  • problem solving skills
  • technical skills.
  • Provide a status report of the students progress
    at any particular time.
  • Will be on going over the course of the program

12
PS1 increased my ability to learn.
13
Retention of knowledge was NOT as good as
traditional courses.
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