|
Table
10.1 A marking checklist for
students’ written presentations in a problem-based engineering (vibration analysis)
course Element Checklist Grade (5 = high) Development of Criteria
for appropriate appropriate model solution
correctly identified and interpreted? 1 2 3 4 5 Ways
in which system vibrates correctly identified? 1
2 3 4 5 Appropriate
model chosen and developed? 1
2 3 4 5 Assumptions
made in model justified correctly? 1 2 3 4 5 Analysis of model Method
of analysis correct? 1
2 3 4 5 Answer
reasonable? 1 2 3 4 5 Answer
completely correct? 1 2 3 4 5 Check
using simple analysis and/or
reference to behaviour of similar systems? 1
2 3 4 5 Conclusions and Conclusion
and Recommendations recommendations
justified in relation to needs of client? 1 2 3 4 5 All
relevant factors taken into account? 1
2 3 4 5 Quality of presentation Clearly
laid out and structured? 1 2 3 4 5 Sufficient
information, but without unnecessary padding? 1 2 3 4 5 Appropriate to audience? 1 2 3 4 5 Source: Based on Cawley,
P. (1989). The introduction of a problem-based option into a conventional
engineering degree course. Studies in Higher Education, 14. 83-94.
(Table V) This example of a feedback sheet is taken from: Ramsden, P.
(1992). Learning to teach in higher education. |