Assessment for learning Systems Analysis and Design using constructivist techniques

A paper from the STEM Annual Conference 2014.

This paper describes an innovative approach to assessment design that enables first year undergraduate students to learn Systems Analysis and Design concepts in a way that is relevant to them. The approach is inherently constructivist from two standpoints. Firstly common group knowledge of board games is used as a means for learning subject-specific knowledge and secondly concept mapping is used to enable groups to visualise and evolve their understanding over time. The preliminary results reveal a significant impact on student achievement and also strong student feedback in support of the approach.