Assessing and Enhancing Creativity in a Laboratory Course with Project Based Learning
By: Anitha D
.
Contributor(s): Jeyamala C.
Publisher: Pune Engineering Education Foundation 2018Edition: Vol.32(2), Oct.Description: 67-74p.Subject(s): Humanities and Applied SciencesOnline resources: Click here
In:
Journal of engineering education transformationsSummary: Web technologies laboratory is a course where the students need to practice essential web development features amidst a plenty of distracting features within a time frame of 50 to 60 hours. There are no standard or well defined methodologies to measure the outcomes of the laboratory in terms of creativity. Hence, a sensible mechanism is needed to enhance their creativity and to assess the same. This paper demonstrates a Project Based Learning approach for the course, which is supported by a rubric based assessment system that measures creativity in qualitative and quantitative terms. The study is conducted with 68 Post graduate students of Computer Applications who are not familiar with Project Based Learning and rubrics based assessment as well. The students are divided into Controlled and experimental group, where the Project based learning is implemented with both the groups but the performance of experimental group is evaluated with rubrics.Data collection involves the student feedback, their performance scores and teachers' reviews. The analysis of the system clearly defines a positive impact of Project Based Learning on enhancement of creativity and shows the assessment of creativity with rubrics based assessment.
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School of Engineering & Technology Archieval Section | Not for loan | 2020216 |
Web technologies laboratory is a course where the students need to practice essential web development features amidst a plenty of distracting features within a time frame of 50 to 60 hours. There are no standard or well defined methodologies to measure the outcomes of the laboratory in terms of creativity. Hence, a sensible mechanism is needed to enhance their creativity and to assess the same. This paper demonstrates a Project Based Learning approach for the course, which is supported by a rubric based assessment system that measures creativity in qualitative and quantitative terms. The study is conducted with 68 Post graduate students of Computer Applications who are not familiar with Project Based Learning and rubrics based assessment as well. The students are divided into Controlled and experimental group, where the Project based learning is implemented with both the groups but the performance of experimental group is evaluated with rubrics.Data collection involves the student feedback, their performance scores and teachers' reviews. The analysis of the system clearly defines a positive impact of Project Based Learning on enhancement of creativity and shows the assessment of creativity with rubrics based assessment.
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