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Re-Purposing Summative Assessment as Formative: A Reflective Guide to Facilitating Deep Learning

Re-Purposing Summative Assessment as Formative: A Reflective Guide to Facilitating Deep Learning
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Author(s): Obuks Augustine Ejohwomu (The University of Manchester, UK)
Copyright: 2020
Pages: 19
Source title: Claiming Identity Through Redefined Teaching in Construction Programs
Source Author(s)/Editor(s): Sherif Mostafa (Griffith University, Australia) and Payam Rahnamayiezekavat (Western Sydney University, Australia)
DOI: 10.4018/978-1-5225-8452-0.ch005

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Abstract

Students often feel that assessments are used primarily for grading purposes only. There is anecdotal evidence too that students are being over assessed in UK Higher Education (HE) given that it is common place for the curricula to be designed with formative and summative assessments in mind. This reflective case study aims to establish the link between the attainment of independent learning outcome and a new form of assessment that is based on three years of teaching a Project Management unit in two internationally leading Schools of Mechanical, Aerospace, and Civil Engineering in England and Singapore. Data from the observation of an operational unit specification reveals that depending on the timing within the schedule of the unit, summative assessment with appropriate feedback can be re-purposed as formative and summative. The implication being a paradigm shift in the design of unit specification for the purpose of attaining Intended Learning Outcomes (ILO) that enhance deep learning.

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