Interactive, Online, Authentic Assessment in a British University’s Procurement and Contract Practice Module: Case Study

Abstract

This article presents a unique teaching and assessment tool used in a British university’s procurement and contract practice module, studied by future construction industry professionals. The author developed a fictional scenario that is used to facilitate classroom discussions and is also then used for an online role-play exercise, whereby students are asked for advice by the fictional client; students’ responses are assessed and count directly toward grades or marks on the module. The article first sets out some context, both regarding some key differences between the UK and American university systems as well as the context of the particular module in which the exercise has been used. The exercise is then described in detail and student feedback is discussed, prior to setting out some analysis and reflections on pedagogic considerations. The paper concludes with some recommendations that may be relevant to anyone involved with the education of the next generation of construction industry professionals.