Course assessment is an important process of teaching. Traditionally the principal mode of assessment is through examinations, in which memory of facts is emphasized. Such a method does not encourage the development of practical capability of the students, or of their originality. A study of assessment reform is therefore significant. This thesis presents drawbacks of the traditional evaluation methods, particularly those still applied in high educational institutions. The study made in this thesis is based on the curriculum of the Management of Construction Projects, explores the approaches to course assessment. It also evaluates the validity of the assessing methods, and offers suggestions and improvements accordingly. © 2011 Springer-Verlag Berlin Heidelberg.
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