“Project-based learning is a teaching and learning model (curriculum development and instructional approach) that emphasises student-centred instruction by assigning projects” posit Abdulaala et al (2011, 392). They continue to state that project-based learning (PjBL) allow for “students to work more autonomously to construct their own learning and culminates in realistic, student-generated products”. As instructional approach, PjBL entail organising learning around projects, which are “complex tasks, based on challenging questions or problems, that involve students in design, problem solving, decision making or investigative activities; give students the opportunity to work relatively autonomously over extended periods of time; and culminate in realistic products or presentations”.
PjBL is recognised “as an innovative approach that teaches a multitude of strategies critical for success in the twenty-first century” observe Abdulaala et al (2011, 392). PjBL furthermore “permits the integration of non-technical issues necessary for sustainable development in engineering education” they state.
Assessment triangulation is achieved through the use of multiple tools and methods, indicate Abdulaala et al (2011, 398). Direct measures include individual student or team “assignments, a course design notebook, oral presentations, artefact evaluation and a defect removal assignment. Indirect measures include class feedback forms, process checks, entry and exit surveys, outcome survey and a course evaluation questionnaire”. Abdulaala et al (2011, 398) define quality work “as essentially complete and correct work that is documented neatly in a well-organised fashion and submitted on time” and to help students submit quality work, they are “referred to a set of checklists that define what is expected from their assignments”. The assessment range includes “exceeds expectations (E), meets expectations (M), acceptable (AC), needs improvement (NI) or represents no credible effort (NCE)”.
Abdulaala, R.M., Al-Bahib, A.M., Solimanc, A.Y. and Iskanderanid , F.I. (2011). Design and implementation of a project-based active/cooperative engineering design course for freshmen. European Journal of Engineering Education, 36 (4), 391–402.
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