期刊名称：Proceedings of the Canadian Engineering Education Association
出版年度：2017
出版社：The Canadian Engineering Education Association (CEEA)
摘要：The introductory design course combines team and individual formative and summative assessment techniques. Individual summative midterm and final examinations were used to assess individual performance. Students were given the opportunity to increase their individual midterm examination marks by rewriting the same examination as a team following the individual summative assessment. This formative exercise provided students with a comparison of the efficacy and quality of teamwork versus individual work, and provided immediate feedback and correction for many conceptual and mechanical errors on the summative midterm examination. This paper reports on the strategy and set up of the midterm examination, the results obtained by individual students and student teams, and learning outcomes (including anecdotal comments from students regarding the experience and reduced time spent reviewing examinations with students) based on two iterations of the course.
