Summary of the project
The Innovation Space Bachelor End Project (ISBEP) has been an interdisciplinary, challenge-based alternative to the traditional Bachelor End Project (BEP). It has been used as an educational experiment to illuminate needs regarding assessment within the Challenge-Based Learning (CBL) context. Three main issues regarding assessment have been identified: 1) The need for a clear overview of expected competencies and performance indicators. 2) Assessment focus on output rather than broader professional skills. 3) The necessity for better integration of formative and summative assessment in CBL and providing accurate information for valid and reliable evaluations of student development. The project addressed these challenges by involving coaches more in assessing specific ISBEP competencies, using a digital assessment platform to facilitate 'assessment as learning' and competency development in CBL.
Aim of the project
The project aimed to advance the vision of assessment and competency development in CBL with the digital assessment platform. On a broader scale, the platform allowed for further investigation into assessment needs for CBL in general. The objective was to evaluate the platform and gather insights beneficial to the CBL program, TU/e wide. For students, the goal was to enhance awareness of expected learning outcomes, enabling self-assessment and reflection on the learning process, providing tools for understanding competency-level growth, facilitating communication between students and educators, and allowing students to define their own learning goals. For teachers, the aim was to track student development at the competency level, open channels for formative feedback, develop efficient summative assessment overviews, and provide data to inform educational design.
Results and learnings
The platform effectively supported assessment-as-learning and self-directed learning, as evidenced by positive evaluations from students and coaches. It helped track learning goals, facilitate reflections, and monitor competencies. However, it played a limited role in day-to-day project-related decisions and discussions due to the design of the questions, which focused on personal insights on process. Students valued the platform for long-term learning but preferred other methods for communication with coaches and peers. Dashboards were appreciated for monitoring learning outcomes and goals but needed better UX design. Coaches found the platform valuable for accessing in-depth student information, streamlining assessment processes, and maintaining confidentiality. Successful implementation requires a clear educational approach and integration with other in-class activities. The platform was seen as an add-on rather than a complete solution for assessment and competence development.
For more information, please contact:
