Using an evidential reasoning approach for portfolio assessments in a project-based learning engineering design course

Martin Jaeger, Desmond Adair

Research output: Contribution to journalArticlepeer-review

4 Citations (Scopus)

Abstract

The purpose of this study is to analyse the feasibility of an evidential reasoning (ER) method for portfolio assessments and comparison of the results found with those based on a traditional holistic judgement. An ER approach has been incorporated into portfolio assessment of an undergraduate engineering design course delivered as a project-based learning (PBL) course and the calculated utility interval means of the student results compared with weighted rubric means based on a traditional holistic judgement. The findings show the ER method superior to the traditional holistic judgement in that ER is capable of incorporating, firstly, assessors' ignorance of information concerning the portfolio development and content and, secondly, incomplete portfolio information. The ER approach is a commendable alternative to traditional holistic judgement of PBL portfolios, since it provides additional information, increases accuracy and is easier to use.

Original languageEnglish
Pages (from-to)638-652
Number of pages15
JournalEuropean Journal of Engineering Education
Volume40
Issue number6
DOIs
Publication statusPublished - Nov 2 2015

Keywords

  • evidential reasoning
  • holistic judgement
  • portfolio assessment
  • project-based learning

ASJC Scopus subject areas

  • Education
  • Engineering(all)

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