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Vignette 6 Pluridisciplinary learning and assessment : reflections on practice

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posted on 2010-01-01, 00:00 authored by S Jones, Kim WattyKim Watty
While designing group assessment for student learning outcomes is always difficult, the task is made more challenging in an interdisciplinary context. How much focus should be placed on assessment of discipline-specific knowledge, how much on the interdisciplinary knowledge that emerges as students work together in a non-linear, co-rational design and how much on the group dynamic (generic capabilities) being developed? While additional learning outcomes can be expected from the activities in which students engage in an interdisciplinary context, there is also an expectation, particularly for disciplines such as accounting, engineering and architecture where courses are professionally accredited, that discipline-specific learning outcomes are not compromised. This vignette presents some of the complexities that surfaced during the implementation of a pilot course designed as an experiential real world of work challenge for student.

History

Title of book

Interdisciplinary higher education : perspectives and practicalities

Series

International perspectives on higher education research ; v. 5

Chapter number

6

Pagination

195 - 207

Publisher

Emerald Group Publishing Ltd.

Place of publication

Bingley, England

ISSN

1479-3628

ISBN-13

9780857243713

ISBN-10

0857243713

Language

eng

Publication classification

B1.1 Book chapter

Copyright notice

2010, Emerald Group Publishing Ltd

Extent

13

Editor/Contributor(s)

M Davies, M Devlin, M Tight

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