- Title
- Scalable Vivas: industry authentic assessment to large cohorts through “debate club” tutorials
- Creator
- Kirkland, Ashleigh; Paardekooper, Cornelius; Flynn, Joshua; Cuskelly, Dylan; Prieto-Rodriguez, Elena; McBride, William; Gregg, Alexander
- Relation
- The 33rd Annual Conference of the Australasian Association for Engineering Education (AAEE 2022). Proceedings of the 33rd Annual Conference of the Australasian Association for Engineering Education (AAEE 2022) (Sydney, NSW 04-07 December 2022)
- Relation
- https://www.aaee2022.org/program/
- Publisher
- Australasian Association for Engineering Education
- Resource Type
- conference paper
- Date
- 2022
- Description
- CONTEXT: In the context of engineering education, Industry Authentic Assessment (IAA) – where students are assessed in a manner that replicates the professional environment – has gained traction and been the subject of much study in recent years (Wiggins, 1990; Wellington, Thomas, Powell, & Clarke, 2002; Soares, 2013; Andrew L Guzzomi, 2017; Sotiriadou, 2020; Ullah, 2020). This discussion is particularly pertinent in the current climate, with the Federal Government now providing strong incentives for universities to produce ‘job ready’ graduates (Department of Education, Skills and Employment, 2020). The Viva Voce (oral assessment) has long been viewed as an authentic assessment technique in engineering, also favoured for its inherent academic integrity and capability for deeper, unscripted discussion (Sotiriadou, 2020). This technique also indirectly addresses a range of EA Stage 1 Competencies around communication and professionalism – 3.2, 3.4 and 3.5. (Engineers Australia, 2012). PURPOSE OR GOAL: One-on-one staff/student vivas do not scale well to large cohorts or to frequent/micro assessment. In this paper, we critically analyse and detail our experiences utilising peer marking as a means to achieve Viva Voce micro assessment and feedback for a large (300+) cohort through a ‘debate club’ style tutorial. In this paper, we evaluate whether; 1. This was possible, practical and economical. 2. Students found this class style engaging. 3. The style aided improvements to communication skills as per the EA competencies. APPROACH OR METHODOLOGY/METHODS: We address our research questions through analysis of qualitative student and instructor feedback. This is supported with attendance/engagement/grade analytics. ACTUAL OR ANTICIPATED OUTCOMES: Peer marking provided a means for practical, economical, and scalable vivas, with weekly presentations by 300+ students managed and graded entirely contemporaneously. Students found the class/assessment style highly engaging, and a notable improvement in stage 1 communication competencies was observed throughout the semester. CONCLUSIONS/RECOMMENDATIONS/SUMMARY: Through this methodology the Viva Voce has proven to feasible and economical at scale. The culmination with industry focus has created an engaging and enjoyable assessment as noted by students, with the benefits of encouraging growth in communication skills and professionalism.
- Subject
- industry authentic assessment; Viva Voce; debate; education
- Identifier
- http://hdl.handle.net/1959.13/1467187
- Identifier
- uon:47768
- Rights
- Copyright © 2022 Kirkland, Paardekooper, Flynn, Gregg, Cuskelly, Prieto-Rodriguez, McBride: The authors assign to the Australasian Association for Engineering Education (AAEE) and educational non-profit institutions a non-exclusive licence to use this document for personal use and in courses of instruction provided that the article is used in full and this copyright statement is reproduced. The authors also grant a non-exclusive licence to AAEE to publish this document in full on the World Wide Web (prime sites and mirrors), on Memory Sticks, and in printed form within the AAEE 2022 proceedings. Any other usage is prohibited without the express permission of the authors.
- Language
- eng
- Full Text
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