Project Lead: Leen Jabban, Department of Electrical and Electronic Engineering.

In 2023/24 we introduced a skills-based portfolio unit in each of Years 1 and 2. Rather than rewarding task completion, the framework explicitly distinguishes between knowledge, application, and synthesis, with higher attainment requiring students to independently identify when a skill is relevant, deploy it across contexts, and critically evaluate their own practice. Professional skills such as sustainability, communication, and management are embedded within core assessment rather than treated as add-ons.

We want to develop the framework further based on honest student evidence. Three priorities are driving this project: understanding how students are using AI within their portfolio work so we can develop appropriate tiered guidance in line with two lane assessment; improving how formative feedback is designed and delivered so students use it to drive improvement rather than rely on it passively; and evaluating whether embedding competition teams and Vertically Integrated Projects as routes to synthesis-level evidence is genuinely expanding student learning.

The study spans students across all years, giving us a broad picture of how the framework lands at different stages and allowing us to draw comparisons across cohorts. Data will be collected through an online survey and interviews conducted by an independent researcher, ensuring students can respond honestly.

Project outcomes due Spring 2027.