Abstract
This paper focuses on the combined challenge of encouraging students to engage with learning and assessment of their competence levels. A core challenge for many staff is the need to distinguish different levels of learning, and to evidence core competence clearly, especially for students with lower marks. This paper proposes a novel assessment strategy which separates core competencies from the more challenging application of the learning in engineering problem solving. The assessment design is efficient for staff and students and allows a reduction in student stress levels while simultaneously giving them strong incentives to adopt good working practices. Evaluation evidence is given to demonstrate the efficacy of the approach.
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Rossiter, J.A. (2021). Concepts of Threshold Assessment for a First Course in Control Engineering. In: Gonçalves, J.A., Braz-César, M., Coelho, J.P. (eds) CONTROLO 2020. CONTROLO 2020. Lecture Notes in Electrical Engineering, vol 695. Springer, Cham. https://doi.org/10.1007/978-3-030-58653-9_1
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