ABSTRACT
BIM graduates do not always meet employer expectations. This is because BIM is typically considered and taught in terms of the acquisition of BIM software skills. However, in practice, BIM is more than that. The reality is that BIM is the operational platform on which project clients, architects, contractors, and consultants come together with the common purpose of realizing project outcomes and objectives. BIM is thus a mechanism for communication, where information is disseminated and shared for all to access and assess, and by which problems are identified and solutions negotiated and actioned upon. BIM’s primary function, therefore, is to facilitate project teamwork. Consequently, BIM education cannot ignore the need to impart collaborative skills. In this regard, best practice in BIM education draws upon principles of team-based learning. This chapter identifies a framework for authentic assessment in team-based BIM-related educational programs. The framework comprises four elements: (1) reflection of realistic workplace context, (2) collaboration and feedback, (3) metacognitive functioning, and (4) evaluative judgement. This framework, its elements, and its application are discussed here.
