scholarly journals Evaluating the Quality of Final Examination Question Paper in Engineering Education

2020 ◽  
Vol 33 (0) ◽  
pp. 170
Author(s):  
A. M. Abirami ◽  
M. Palaninatha Raja
Keyword(s):  
Engineering Education ◽  
Final Examination ◽  
Examination Question

Relationship between Involvement in an Issue and Number of Arguments

1987 ◽  
Vol 60 (1) ◽  
pp. 219-226 ◽  
Author(s):  
Joseph F. Pentony
Keyword(s):  
Experimental Design ◽  
Significant Interaction ◽  
Final Examination ◽  
Manipulation Check ◽  
High Involvement ◽  
Level Of Involvement ◽  
Moderate Quality ◽  
Main Effect ◽  
Examination Question

Previous research has indicated that level of involvement interacts with number of arguments and quality of arguments. Larger number of arguments seems to be more effective under low involvement, but under high involvement the effect depends on the quality of the arguments. There has been some question in previous research whether the subjects were highly involved. The present study manipulated number of arguments (9 vs 3) and level of involvement (high vs low) in a 2 × 2 experimental design. High involvement was produced by allowing subjects to vote on their final examination questions. The arguments proved to be of moderate quality. There was no significant main effect on any dependent variable nor was there any significant interaction. The only significant result was the manipulation check for involvement. Introduction of a final examination question may have heightened diligence under all conditions and so led to no differential responding to number of arguments.

Blast Furnace In Engineering Education

2014 ◽  
Vol 1 (1) ◽  
pp. 127-130 ◽  
Author(s):  
Valentin Petrescu ◽  
Florian Popescu ◽  
Alina Gligor
Keyword(s):  
Blast Furnace ◽  
Human Computer Interaction ◽  
Blended Learning ◽  
Engineering Education ◽  
Learning Environments ◽  
Learning Method ◽  
Quality Of Presentation ◽  
Computer Interaction

AbstractUsing blended learning method, Blast Furnace subject was analysed inside the DidaTec Project. The analysed factors were the quality of presentation, quantity of information per page and human – computer interaction. The analysis shows the preference of students to work with different learning environments.

Developing Right Graduate Attributes through Project-Based Teaching

2012 ◽  
pp. 64-79 ◽  
Author(s):  
Neeta Baporikar
Keyword(s):  
Natural Resources ◽  
Engineering Education ◽  
Driving Force ◽  
Developing Economies ◽  
Mutual Recognition ◽  
Graduate Attributes ◽  
The World ◽  
Education Needs ◽  
The Right

Engineering education all over the world is of paramount importance as it is this education which provides economies with opportunities for development and growth. Engineering education is important for both developed and developing economies—for the former to maintain their lead position and for the latter to ensure decent livelihood and utilization of natural resources. In such a situation, engineering education needs to continuously upgrade itself to meet the ever changing needs of the economy, society, and mankind. Hence, understanding engineering education and reviewing the methods and standards are important if all stakeholders have to be satisfied. With the driving force of the globalization of the engineering profession, adopting project-based teaching methods have mutual recognition across the world, and also help to develop the right graduate attributes while continuing to assure the standards and quality of engineering education.

E-Portfolios as a Quantitative and Qualitative Means of Demonstrating Learning Outcomes and Competencies in Engineering

2012 ◽  
pp. 124-154
Author(s):  
Juliana Kaya Prpic ◽  
Graham Moore
Keyword(s):  
Engineering Education ◽  
Tertiary Education ◽  
Individual Student ◽  
Tertiary Sector ◽  
Professional Body ◽  
The Government ◽  
Government Body ◽  
The Individual ◽  
Engineering Career

An outcomes-based approach to engineering education within the tertiary sector is now mandatory in Australia, with the government body responsible for the quality of tertiary education (TEQSA) and the professional body responsible both for accrediting engineering degrees and for registering professional engineers (Engineers Australia) couching their expectations and requirements in terms of outcomes expressed as competencies. In response, the institutions providing engineering qualifications have expressed the outcomes anticipated from successful completion of their courses in terms of graduate attributes. The net effect is that the outcomes attached to engineering education relate to a wide variety of domains, ranging from the spatial (what points on the engineering landscape must be covered) through the agentic (what actions an engineer should be able to undertake) to the temporal (when in an engineering career particular competencies should be evident), but how these translate to practical competencies at the level of the individual student or practicing engineer is not explicit.

The Effective Use of Laboratories in Undergraduate Courses

1995 ◽  
Vol 23 (2) ◽  
pp. 95-101 ◽  
Author(s):  
A. D. Grant
Keyword(s):  
Engineering Education ◽  
Laboratory Work ◽  
Current Status ◽  
Effective Use

The current status of laboratory-based teaching is reviewed, and found to be in decline. It is argued that in educational terms, this trend is undesirable and threatens the quality of engineering courses. The effectiveness of laboratory work can be assured by adopting an appropriate methodology, and an attempt has been made to identify its key elements. A class currently operating at Strathclyde is described as a case study. It is concluded that laboratories are at present under-used and under-valued but, if exploited imaginatively, they can make a major contribution to engineering education.

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