I wrote a paper on the tools I use for this sort of thing:
F.A. Salustri, Three web tools to support academic design activities, Proc 2nd CDEN Intl Conf on Design Education, Innovation, and Practice; Kananaskis Alberta, 2005.
Available at: http://deseng.ryerson.ca/~fil/I/Papers/cden05webtools.pdf
I've found that once the tools got set up properly, I spent most of my time assessing the quality of the work and less time doing administrivial bookkeepping.
Cheers.
Fil
--
Filippo A. Salustri, PhD, PEng
Department of Mechanical & Industrial Engineering
Ryerson University, 350 Victoria St, Toronto, ON, M5B 2K3, Canada
tel: 416/979-5000 x7749 fax: 416/979-5265
[log in to unmask] http://deed.ryerson.ca/~fil
----- Original Message -----
From: Jason Foster <[log in to unmask]>
Date: Sunday, July 30, 2006 8:48 pm
Subject: Re: Assessing the learning of undergraduate design students
> A question regarding context:
>
> How many students and how many teaching staff are involved?
>
> I've got 330 1st year and 220 2nd year engineering design students
> to
> assess, and my teaching team in each course consists of me and 6
> teaching assistants. While I acknowledge the importance of
> formative
> feedback, iterative assessment, reflective-based assignments, and
> the
> like, I've yet to come up with a way to implement these in my
> context
> *and* be defensible under appeal.
>
> Help!
>
> Jason
> ----------
> Design Educator, Division of Engineering Science
> University of Toronto
> tel://416.946.7352
> fax://416.978.0828
> http://www.engsci.utoronto.ca
>
|