In response to poor student attainment rates, the teaching, learning and assessment strategy of a Level 1 circuit theory unit has been revised to emphasise the importance of regular attendance at teaching sessions, and also to provide regular formative feedback. As part of the assessment scheme a tutorial workbook has been used for both formative and summative assessment. The workbook is assessed regularly during scheduled teaching sessions. The use of objective questions has reduced the time taken to assess the work, while the regular assessments help with student motivation, provide formative feedback, and help students to structure and pace their learning.
|Number of pages
|International Journal of Electrical Engineering Education
|Published - 1 Jul 2002