Bachelor of Engineering Technology Honours in Chemical Engineering

Associated Assessment Criteria for Exit Level Outcome 1:

• Analyse and define criteria, whether concrete or abstract, to determine an acceptable solution to a problem.
• Model, analyse and evaluate all solutions, select and present the best solution in the appropriate form based on theory, evidence and judgement where necessary.

Associated Assessment Criteria for Exit Level Outcome 2:

• Apply fundamental and specialist knowledge by bringing mathematical, numerical analysis and statistical knowledge and methods to bear to evaluate complex engineering problems.
• Describe uncertainty and risk through the use of probability and statistics.
• Work across engineering disciplinary boundaries by considering shared fundamental engineering knowledge.

Associated Assessment Criteria for Exit Level Outcome 3:

• Formulate the design problem to satisfy industry needs, applicable standards, codes of practice and legislation.
• Plan and manage the design process, focusing on important issues and recognize and deal with relevant constraints.
• Acquire and critically evaluate the required knowledge, information and resources, and apply the correct principles and design tools to provide a workable, implementable solution.
• Perform design tasks including analysis, quantitative modelling and optimisation of the product, system, or process.
• Evaluate all solutions: evaluate alternative solutions and select and implement a preferred solution based on techno-economic analysis and industry needs.
• Assess the impact and benefits of the design: social, legal, health, safety and environmental.
• Communicate the design logic and relevant information.

Associated Assessment Criteria for Exit Level Outcome 4:

• Plan and conduct investigations and experiments involving the following performances:
• Evaluate available relevant literature and material for suitability to the investigation.
• Conduct investigations and experiments using the appropriate equipment.
• Draw conclusions from the analyses of all available data, drawing together an understanding of the literature, and a critical evaluation of the data.

Associated Assessment Criteria for Exit Level Outcome 5:

• Formulate assignments and learning activities to develop the following skills in an integrated manner:
• Select and assess discipline specific methods, skills and tools for applicability and limitations recognised against the required result.
• Use of computer packages for computation, modelling, simulation, and information handling.
• Access, process, manage and store use of computers and networks information.

Associated Assessment Criteria for Exit Level Outcome 6:

• Incorporate Ethics and Environmental Management with respect to the impact of engineering activity on society and the environment.
• Consider the need to bring into engineering analysis and design the impact of technology on health, safety, and environmental protection of society.
• The personal, social, cultural values and requirements of those affected by engineering activity.

Associated Assessment Criteria for Exit Level Outcome 7:

• Explain the principles of planning, organising, leading and controlling, and demonstrate the ability to manage a project.
• Identify and focus individual objectives in conducting work tasks.
• Perform and complete critical functions in the team on time.
• Manage learning tasks autonomously and ethically, individually and in learning groups.
• Source, organise and evaluate relevant information across disciplinary boundaries.

Associated Assessment Criteria for Exit Level Outcome 8:

• Source, organise and evaluate relevant information, often drawing from research literature.
• Challenge assumptions critically and embrace new thinking.
• Carry out individual work effectively, strategically and on time.
• Demonstrate contributions to team activities, including at disciplinary boundaries, support the output of the team as a whole.
• Function as a team leader.
• Organise and manage a design or research project.
• Carry out effective communication in the context of individual or teamwork.

Associated Assessment Criteria for Exit Level Outcome 9:

• Analyse and define criteria for an acceptable solution to a problem.
• Manage learning tasks autonomously and ethically, individually and in learning groups.
• Reflect on learning undertaken and own learning requirements, and determine strategies to suit personal learning style and preferences.

Associated Assessment Criteria for Exit Level Outcome 10:

• Describe the nature and complexity of ethical dilemmas.
• Describe the ethical implications of decisions made.
• Apply ethical reasoning to evaluate engineering solutions.
• Maintain competence through keeping abreast of up-to-date tools and techniques available in the workplace.
• Understand and embrace the system of continuing professional development as an ongoing process.
• Accept responsibility for consequences stemming from its actions.
• Justify made judgements in decision making during problem-solving and design.
• Ensure decision making is limited to the area of current competence.

Associated Assessment Criteria for Exit Level Outcome 11:

• Explain principles of economics, business management, project management to manage projects in multi-disciplinary environments.
• Apply principles of economics, business management, project management to one's work.

INTEGRATED ASSESSMENT:

Integrated assessment forms part of continuous assessment and takes the form of an appropriate mix of both formative and summative assessment methods. Assessment policy and practices promote constructive alignment of the curriculum, learner-centred learning and assessment, and the importance of feedback to enhance learner engagement. Assessment practices should be fair, reliable, and valid. It should also be in keeping with academic disciplinary and professional field norms and standards. Integrated Assessment at the level of the qualification provides an opportunity for learners to show that they can integrate concepts, ideas, and actions across this qualification to achieve competence that is grounded and coherent with the purpose of this qualification. Integrated assessment will show how already demonstrated competence in individual areas can be linked and applied for the achievement of a holistic outcome as described in the Exit Level Outcomes. Integrated Assessment will judge the quality of the observable performance, and also the quality of the reasoning that lies behind it. Assessments tools will encourage learners to give an account of the thinking and decision-making that underpin their demonstrated performance. A constructive alignment approach will be adopted with alignment between learning outcomes, teaching-learning activities, and assessment tasks. A variety of teaching and learning methods will be used in an integrated manner consisting of classroom teaching, tutorials and small group teaching, practicals, computer laboratory work, fieldwork, peer learning groups, independent learning (self-study), and independent research. Integrated assessments take the form of a variety of both summative and formative assessment methods.

Formative assessments:

• Formative assessment is aimed at enhancing learning and provides learners with an opportunity to reflect critically on their own learning and to improve own levels of personal accountability and time management.
• Formative assessment usually consists of a variety of assessment tasks relevant to the field of study.
• Formative assessment methods include:
  • Written and oral examinations.
  • Problem-solving assignments.
  • Tutorials.
  • Projects.
  • Case studies.
  • Presentations.
  • Class tests.

Summative assessments:

• Summative assessment refers to an assessment that will take place at the end of a learning experience.
• Results are expressed in marks in terms of level of competence achieved, regarding level descriptors, and associated assessment criteria.
• This assessment is also used for promotional purposes.
• Summative assessments include the following:
  • Tests.
  • Examinations
  • Independent research.