Research in Engineering Education Symposium 2011 - rees2009

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Conclusion
In most university contexts, engineering students receive individual grades and individual
degrees. To this end, it is imperative that instructors implementing team-based
pedagogies such as PBL employ assessment methods that are transparent to students,
outcomes-based, and effective in terms of assessing the breadth and depth of individual
student learning. This is doubly true when we acknowledge the powerful role assessment
plays in motivating students’ engagement with their own learning. As researchers and
educators, we are looking forward to learning about the affordances and the limits of our
assessment framework: the opportunities for better teaching and learning, the challenges
of implementing it in a variety of settings, and our participants’ perspectives regarding
what makes for effective assessment of individual student learning in team-based
engineering learning environments.
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Proceedings of Research in Engineering Education Symposium 2011
Madrid, 4 th - 7 th October 2011