Research in Engineering Education Symposium 2011 - rees2009

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various stakeholders reported in terms of assessment in this context. These results were
then discussed in light of key literature sources and the professional observations of the
research team members themselves , an ongoing research team discussion that directly
lead to the development of a conceptual model which captured one perspective on
effective assessment of individual student learning in teambased learning environments
(see Figure 1 below).
Figure 1. Conceptual model which underlies the current strategic assessment framework.
The conceptual model is founded upon strong constructive alignment (Biggs and Tang,
2007) of the subject’s learning outcomes, teaching and learning activities, and assessment
items. We suggest that ambiguous alignment between these elements in the design and
implementation of a subject can create a context where both instructors and students may
hold multiple and mismatched visions of the purpose, methods, and goals of assessment
within that subject.
Learning outcomes are at the heart of the conceptual model and can serve as the
intellectual contract between students and instructors, delimiting the knowledge and
skills to be mastered. The model calls for ongoing dialogue between instructor and
students which utilizes the subject learning outcomes as a navigational tool. This dialogue
helps students take ownership of their own learning processes through instructors
supporting individual students in creating their own evidence of mastering the learning
outcomes as well as instructors supplying feedback to both individuals and teams in terms
of their relative engagement with and achievement of the learning outcomes. Finally, a
prioritization of the subject’s learning outcomes as well as pre-determined performance
levels for each learning outcome serve as the basis of assigning the final grade.
Proceedings of Research in Engineering Education Symposium 2011
Madrid, 4 th - 7 th October 2011