The assessment was selected as it is an especially unique way to test students’ engagement with the taught material. In addition, students are able to highlight their own personal interests and preferences and self-select into technology domains of interest, from which to come up with hypothetical yet realistic inventions. This it considered when they are allocated to groups. This enables the students to translate their personal scientific curiosity into a basic product or service concept, i.e., invention.  

This is a standalone course and assessment. Given the students’ background in engineering or science, a learning objective of this project is to teach students to translate scientific curiosity into an innovation concept. Additionally, to learn to analyse the market potential (challenges and opportunities) of these new products or services (Part A of the assessment), and develop strategies to help maximise their adoption, profitability and impact are key analytical skills the students will be learning (Part B of the assessment).  

Discussing the assessment early in the course is paramount so the assessment does not fall behind after Part A, leaving not enough time to complete Part B. Thus, this includes making sure students are where they should be at set week milestones. Examples are provided only if students ask, as projects are meant to be creative, and not a carbon copy of one shown as an example, replicated on a different topic. 

Marking is done with the help of a rubric. Group Project weights 50% of the total grade for the Module. The specific marking components for this Group Project includes the Tech Scenario of Part A (20%), the Advice of Part B (50%), and Final Oral Presentation during the last session (30%). 

There is a co-marker involved from outside of the class (usually the TA), in addition to the lecturer. Both co-markers sit in for the oral presentation, where the students highlight the most important elements of advice (Part B), marking on a group basis where the markers only have a group number, not any particular student names. Both markers mark the presentations, and afterwards exchange notes and discuss any situations where they are completely divergent, and why. If there are any adjustments to be made they re-adjust. The average of both marks is taken as the final mark for this Group Project. 

Markers mark on paper/ on their own laptop in the presentation, and then the feedback is uploaded to the Business School Marking System and shared with students by the Programme Team via Insendi. Besides the mark, there is written feedback for each Group.  

During Covid the assessment was run remotely, so there is no issue in running the assessment online or in person.