Assessment of learning outcome via design project

1. Assessment of learning outcomevia design project Subject: CSE362 Design of Concrete Structures by Lam Siu Shu Eddie Department of Civil and Structural Engineering 1st April 2006 (Saturday)

2. Design of Concrete Structures • Main learning outcome of this subject are • Category A Professional/academic knowledge and skill • to equip the students with knowledge and experience in the design of simple structures • Category B Attribute to all-roundness • to enable the students to engage in life-long learning • Assessment of the subject includes • Individual assignments • Group laboratory work and group project

3. Review and revision • I have reviewed and revised • the tutorials and assignments • to provide a coherent/progressive learning to meet the Category A objectives • To path way for students to carry out design project with minimal guidance – Category B objectives • Learning outcome of Category A –can be achieved via traditional methods of assessment, e.g. assignments and tests • Learning outcome of Category B is the main problem – has to be assessedindirectly using a real-life project

4. How to design a structure? • Design of structures can be separated into consecutive design stages including (covered in the syllabus – Category A): • design of members + foundation • expressing the design on construction drawings • Not in the syllabus are the ability of students (Category B): • to communicate through(or to understand) drawings; and • to appreciate the client’s needs (or to estimate the loadings) • All these are practice in tutorials and assess via assignments

5. Tutorials • Not much for Category B – attributes to all-roundness

6. Assignments • Individual assignments • Assignments were revised to provide students ability to complete the design project with minimal guidance

7. Laboratory work and design project • Small groups of 4 to 5 students - submit group reports • To develop all-roundedness – to work independently • To communicate with others as a team • To work effectively with others as a team • To appreciate the principles and limitations of design • To understand the fundamentals of engineering • Indirect projection – ultimately to enable the students to engage in life-long learning by adopting the ability to understand the fundamentals of engineering

8. Design project • A framing plan is provided with no details on loadings and member size • Students are required to design key members while fulfilling the client’s requirements • Relies on group effort + research + imagination – Category B learning outcome • Develop ability to communicate logically and effectively through drawings and calculations

9. Assessment forms

10. Conclusions • Category A Professional/academic knowledge and skills • Can be effectively assessed via traditional means • Minimal changes to existing teaching material • Category B Attribute to all-roundedness • Can assess immediate learning outcome via laboratory works and design project • Learning outcome with life-long learning can be projected via e.g. ability to understand fundamental engineering, appreciation, etc.