Abstract
The education of marine engineers is a practical-oriented program typically utilizing differing training simulations and workshops to replicate real work practice. The summative assessments implemented tend to be con- ducted with traditional assessment methods, such as written closed-book or oral testing. This paper describes the students’ view on three different practi- cal assessments using a marine engine system training simulator (Big View). The purpose was to better understand students’ perceptions, experiences, and preferences between written and practical assessment frameworks in a course with a very practical-oriented learning objective where system understanding, and cause and effect implications are essential. This research collected data from 14 Bachelor of Marine Engineering students using written questionnaires focusing on the students’ feelings and opinions. The results found that students preferred the assessment method most resembling their perception of the learning objectives in the course. In this case, the objective focused on system understanding and skills. A practi- cal assessment, in comparison to traditional knowledge-based written exams, was preferred as students reported that they were more accurately measured on learning objectives and skills. This assessment approach was found to be increasingly favoured as the complexity of the simulator scenario increased. The students felt the test had been unbiased even though they saw the possibilities for bias. The students’ conclusion was based on the teacher’s ability to be rigid in the tests and the transparency on how they would assess the work. This shows that focus on fairness in the execution of a practical examination assessment is more important than the need for a total objective assessment regime.