Formative Assessment Practices in Built Environment Higher Education Programmes and the Enhancement of the Student Learning ExperienceConference papers
Document TypeConference Paper
RightsThis item is available under a Creative Commons License for non-commercial use only
AbstractIt is widely accepted across Higher Education (HE) that assessment has a strong link with learning and a key factor in this link is formative assessment. Formative assessment is generally defined as an activity taking place during a programme or unit of learning with the express purpose of improving and enhancing student learning. However, there is still considerable disagreement over the roles of lecturers and students in this process. It is therefore very important to understand how lecturers in built environment (BE) undergraduate education perceive their own roles and the role of their students in using assessment strategy to deliver deep learning. An investigation into lecturers' perceptions of their roles and their conceptions related to the assessment process of students in BE programmes is reported. An on-line survey was conducted with over 130 Irish BE academics involved with the delivery of undergraduate programmes in the areas of Architecture, Architectural Technology, Quantity Surveying and Construction Management. Additional data were also obtained and analysed from their associated programme documentation. Discussion is focused on a critical evaluation of the findings of the study with the current literature on the roles of BE academics in the formative assessment process. As a result recommendations are made on how lecturers may better formulate appropriate assessments for their students that will encourage deep learning and thus create enhanced HE learning experiences.
Citation InformationScott, L. & Fortune, C. (2011) Formative assessment practices in built environment higher education programmes and the enhancement of the student learning experience in Association of Researcher in Construction Management proceedings Bristol, U.K., 2011.