A Group-based Multiple Assessment Strategy for Construction-related Subjects

Abstract

AbstractA review of the theory and literature on learning and assessment over the last thirty years indicates that group-based problem-solving assessment is suitable for construction-related subjects. Construction practices normally involve a multi-disciplinary team to complete a project under a range of constraints and it is contended that these simulations in assignments can train students to acquire real life knowledge and skills. Nonetheless, there has been a lack of research on how this assessment method should be undertaken effectively to motivate student learning, promoting learner autonomy and attainment of learning outcomes, especially under the constraints of limited resources. This research aims to develop an effective assessment framework for construction-related subjects. A theoretical assessment strategy framework was first established, which was then tested by qualitative case study methodology to see if it could explain the success in learning and assessment of a critical case. The researc...