How to make calculus assignments not boring? Designing calculus assessment with the constructive, contextual, collaborative, and self-directed principles of problem-based learning (SEFI 2023)
We redesigned calculus assessment using PBL and CCCS principles to make it more meaningful, engaging, and contextualized—enhancing student learning and engineering education.
Abstract: This paper presents a workshop aimed at redesigning calculus assessment in engineering education by applying Problem-Based Learning (PBL) and the constructive, contextual, collaborative, and self-directed (CCCS) principles. Traditional assessment methods often fail to engage students or align with modern educational goals. Through practical examples from a calculus course at Maastricht University and interactive activities, participants explored how to recognize and integrate CCCS principles into their own assessments. The workshop fosters meaningful, authentic, and student-centered learning experiences. Evaluation results show participants valued the concrete examples and collaborative discussions, highlighting the relevance of CCCS-aligned assessment in enhancing teaching and learning outcomes.
Authors: Martijn Boussé, Gavin Phillips, Stefan Jongen, Lonneke Bevers
Conference: 51st Annual Conference Of The European Society For Engineering Education, TUDublin, Ireland.