Vignette 6 Pluridisciplinary learning and assessment: Reflections on practice

Abstract

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.

Citation

Jones, S. and Watty, K. (2010), "Vignette 6 Pluridisciplinary learning and assessment: Reflections on practice", Davies, M., Devlin, M. and Tight, M. (Ed.) Interdisciplinary Higher Education: Perspectives and Practicalities (International Perspectives on Higher Education Research, Vol. 5), Emerald Group Publishing Limited, Leeds, pp. 195-207. https://doi.org/10.1108/S1479-3628(2010)0000005014