Design, Development and Implantation of Self-Assessment Tools in the Subject of Manufacturing Engineering in Engineering Degrees at the University of Malaga

2016 ◽  
Vol 853 ◽  
pp. 24-29 ◽  
Author(s):  
F.J. Trujillo ◽  
M.J. Martín ◽  
F. Martín ◽  
Lorenzo Sevilla
Keyword(s):  
Evaluation Methods ◽  
Assessment Tools ◽  
First Year ◽  
Design Development ◽  
Self Assessment ◽  
Final Exam ◽  
Weak Points ◽  
The Subject ◽  
Manufacturing Engineering ◽  
The University

At the presented work, the results obtained by the implementation of self-assessment tools in the subject of Manufacturing Engineering are analyzed. This is the first subject that has been taught by the Department of Manufacturing Engineering Processes at the University of Malaga in all new engineering degrees within the EHEA framework. First, weak points related to the criteria, tools and evaluation methods have been identified, which were detected during the first year teaching the subject. In order to improve the academic outcomes, new evaluation methods and additional assessment tools have been developed. For this purpose, ICT based tools have been used to support teaching. Finally, the academic results after its implantation have been compared with those previously obtained. As a result, an increase in the number of students who passed the exams together with an improvement in the average marks has been observed, as well as a reduction in the number of student skipping the final exam.

scholarly journals Industry-Practice-Based Engineering Hydrology Education at USQ, Australia

2019 ◽  
Vol 9 (3) ◽  
pp. 213
Author(s):  
Rezaul Chowdhury
Keyword(s):  
Online Education ◽  
Student Satisfaction ◽  
Learning Outcomes ◽  
Professional Practice ◽  
Assessment Tools ◽  
Discussion Forums ◽  
Self Assessment ◽  
Industry Practice ◽  
The University ◽  
Engineering Hydrology

Engineering education must embrace several challenges, such as increased numbers of work-based students, increased demand for online education, mismatches in employability skills and industry requirements, and lack of student engagement. The hydrology course at the University of Southern Queensland attracts more than 100 students every year, where more than 70% of students are off-campus and most of them are work-based. This study explored how an online hydrology course can embrace industry practice and engage students in order to achieve learning outcomes. Industrial careers in hydrology involve extensive use of hydroclimatological data and modeling applications. The course modules, learning objectives and outcomes, and assessment tools have been designed to align with industry practices. Active participation of students was observed in self-assessment quizzes and discussion forums. The course was rated very well in achieving learning outcomes and in overall student satisfaction. Students appreciated the well-structured real-world and professional practice in the course.

scholarly journals Evaluación y desarrollo de la competencia digital de futuros maestros en la Universidad de Murcia

2016 ◽  
Vol 6 (1) ◽  
pp. 51-56 ◽  
Author(s):  
Isabel Gutiérrez Porlán ◽  
José Luis Serrano Sánchez
Keyword(s):  
First Year ◽  
Self Perception ◽  
Initial Task ◽  
Initial Questionnaire ◽  
The Subject ◽  
Digital Competencies ◽  
Faculty Of Education ◽  
The One ◽  
The University ◽  
Work Done

<p class="AbstractText">This paper presents the findings of a study carried out in the academic year 2014-2015 at the faculty of Education of the University of Murcia with first year degree students in Primary Education studying Research and ICT. The study started with the application of the DIGCOM questionnaire to analyze the digital competences of 134 students. The questionnaire served as an initial task to help students reflect on their digital competences. The subject was developed around tasks which adopted a transversal approach and used the nature of the contents itself to direct and improve students’ digital competencies. Finally, the initial questionnaire was reformulated and run in order to ascertain the students’ self-perception of their improvement in these competencies through the tasks they had performed.</p> <p class="AbstractText">Below we present the tasks carried out, the organization of each subject and the most relevant data regarding the self-perception of digital competencies of the future primary school teachers enrolled at the University of Murcia. The data reveal, on the one hand, that the students participating consider themselves to be competent in the most basic aspects of digital competencies and, on the other, their perception that the work done in the subject has helped them quite a lot in improving their competencies.</p>

Geometry is more than proof

1981 ◽  
Vol 74 (1) ◽  
pp. 11-18 ◽  
Author(s):  
Alan Hoffer
Keyword(s):  
High School ◽  
First Year ◽  
First Year Students ◽  
The Subject ◽  
The University

Each year we ask many of our first-year students at the University of Oregon to list the mathematical subjects or topics that they liked best and topics they liked least in their precollege classes. Although several subjects were “favorites,” the subject that was almost universalJy disliked was geome- try in high school.

scholarly journals WHY DOES IT MATTER? EXPLAINING THE IMPORTANCE OF COMPLEMENTARY STUDIES TO FIRST-YEAR ENGINEERING STUDENTS

2017 ◽  
Author(s):  
John Donald ◽  
Sofie Lachapelle ◽  
Thomas Sasso ◽  
Kyle Augusto ◽  
M. Gloria Gonzalez-Morales
Keyword(s):  
Engineering Students ◽  
Soft Skills ◽  
First Year ◽  
Self Awareness ◽  
Engineering Curriculum ◽  
Self Assessment ◽  
Soft Skill ◽  
Daily Work ◽  
Quasi Experimental ◽  
The University

While complementary studies are an accreditation requirement and feature prominently in the Canadian engineering curriculum, focus-group conversations with upper-year engineering students have indicated that a lack of awareness of, and appreciation for, soft skills development often prevents students from benefiting from complementary studies to the fullest. Given this reported difficulty to grasp the importance of complementary studies, a study was undertaken at the University of Guelph using a quasi-experimental design to explore the possibility that triggering self-assessment and awareness about career development early in the engineering curriculum promotes greater engagement with complementary studies and soft-skill development. First-year engineering students took part in a learner-centered activity focused on the importance of complementary studies for the development of soft skills. Through active learning exercises and case studies of successful engineering graduates, who described the skills and knowledge required to perform their daily work, the session was designed to encourage students to develop greater self-awareness and intentionality about complementary studies and their associated graduate attributes. The outcomes of this activity and issues on how to embed it in the Engineering first-year curriculum will be discussed

scholarly journals The Use of an Open-Ended Project to Improve the Student Experience in First Year Programming

2015 ◽  
Author(s):  
Carol Hulls ◽  
Chris Rennick ◽  
Sanjeev Bedi ◽  
Mary Robinson ◽  
William Melek
Keyword(s):  
Problem Solving ◽  
Engineering Students ◽  
Student Experience ◽  
Thinking Skills ◽  
First Year ◽  
Final Exam ◽  
Introductory Programming ◽  
The University

Prior to 2010, Mechanical and Mechatronics Engineering students at the University of Waterloo were taught an introductory programming course using C++ in first year. Historically, the emphasis was on learning syntax; practising problem-solving was a distant second priority. In addition, many students were noticeably disengaged in lectures, and the assessments used were not authentic.Starting in 2010, a course project was implemented to address these concerns. The project was immediately well received by students, as evidenced by a noticeable number of students going well beyond the minimum project requirements and the variety of projects implemented. Since the project was introduced, the students have been able to successfully answer less structured final exam questions. The increase in problem-solving and thinking skills more than offsets the reduction in language-specific facts. The logistics, challenges and resources required to implement a project of this scope will be described

scholarly journals Students' Beliefs on Portfolio Assessment

2013 ◽  
pp. 225
Author(s):  
Andrés Canga Alonso
Keyword(s):  
Higher Education ◽  
Evaluation System ◽  
Portfolio Assessment ◽  
Assessment Tools ◽  
Learning Tools ◽  
English Studies ◽  
Spanish Translation ◽  
Final Exam ◽  
Active Involvement ◽  
The Subject

The development of the European Space for Higher Education (ESHE) not only encourages students’ active involvement in their learning process, but also promotes formative assessment. Therefore, the aim of this research is to analyse students´ beliefs on portfolio assessment in the subject Spanish-English/English-Spanish Translation of the degree in English Studies at a university in Spain. A questionnaire was administered at the end of the semester to check learners’ views on the implementation of an evaluation system based on portfolios. The results indicate that most of the students involved in the study recognise that using portfolios as assessment tools foster their learning since these learning tools favour reflection on one’s own learning as well as revision for the final exam. Contrariwise, learners think that portfolio assembling is time consuming and implies hard work. However, they also feel it is rewarding since they get a better grade at the end of the semester.

scholarly journals Nonprofit Board Membership and the Gender Gap

Tripodos ◽  
2020 ◽  
pp. 13-32
Author(s):  
Cathryn Cushner Edelstein
Keyword(s):  
Decision Making ◽  
Gender Gap ◽  
Assessment Tools ◽  
Leadership Positions ◽  
Theoretical Frameworks ◽  
Self Assessment ◽  
Decision Making Processes ◽  
The Subject ◽  
Board Decision Making ◽  
The Relationship

According to a study conducted by BoardSource and reported in, Leading with Intent: 2017 National Index of Nonprofit Board Practices (Board-Source, 2017), 72% of nonprofit CEO/Executive Director positions are held by females, while only 48% are Executive Board Members and 42% are Board Chairs. The discrepancy between the number of board positions held by women versus staff leadership positions has been the subject of many recent publications. Reviewing academic and industry literature, this paper explores the relationship between an allmale board’s choice of self-assessment tools and its decision-making processes related to creating a gender inclusive board. This paper provides additional insight by applying communication theoretical frameworks to analyze allmale board decision-making processes which ultimately affect recruitment outcomes.

A LONGITUDINAL STUDY ON THE USE OF PEER INSTRUCTION WITH CLICKERS TO TEACH INFORMATION MANAGEMENT

Mousaion ◽  
2017 ◽  
Vol 34 (3) ◽  
pp. 89-103
Author(s):  
Paul A. Laughton
Keyword(s):  
Information Management ◽  
Teaching Methods ◽  
Test Scores ◽  
Quantitative Data ◽  
Teaching Method ◽  
Peer Instruction ◽  
First Year ◽  
Face To Face ◽  
The Subject ◽  
The University

The objective of this research was to determine whether students would benefit from the incorporation of a teaching method known as peer instruction with clickers in first year information management classes at the University of Johannesburg, South Africa. Quantitative data was collected from selected classes over a period of two years. An attempt was made to confirm whether the benefits from using peer instruction with clickers recorded in previous studies were applicable to the subject of information management. Half of the selected classes used peer instruction as a teaching method, while the remaining half used a conventional face-to-face, one-to-many teaching method. Clickers were used to collect data from all classes, enabling a comparison of the two teaching methods. The different teaching methods applied revealed varying responses from the students, which also revealed different results in their class test scores. This quantitative data may potentially prove some benefits of using peer instruction with clickers to teach information management.Keywords: clickers, information management, peer instruction

scholarly journals Use of a Standardized Patient Exercise to Assess Core Competencies During Fellowship Training

2010 ◽  
Vol 2 (1) ◽  
pp. 111-117 ◽  
Author(s):  
Curtis T. Barry ◽  
Uri Avissar ◽  
Maureen Asebrook ◽  
Michael A. Sostok ◽  
Kenneth E. Sherman ◽  
...  
Keyword(s):  
Patient Care ◽  
Core Competencies ◽  
Medical Knowledge ◽  
Fellowship Training ◽  
Assessment Tools ◽  
First Year ◽  
Standardized Patient ◽  
Self Assessment ◽  
Clinical Competencies ◽  
Level Of Training

Abstract Background The Accreditation Council for Graduate Medical Education requires fellows in many specialties to demonstrate attainment of 6 core competencies, yet relatively few validated assessment tools currently exist. We present our initial experience with the design and implementation of a standardized patient (SP) exercise during gastroenterology fellowship that facilitates appraisal of all core clinical competencies. Methods Fellows evaluated an SP trained to portray an individual referred for evaluation of abnormal liver tests. The encounters were independently graded by the SP and a faculty preceptor for patient care, professionalism, and interpersonal and communication skills using quantitative checklist tools. Trainees' consultation notes were scored using predefined key elements (medical knowledge) and subjected to a coding audit (systems-based practice). Practice-based learning and improvement was addressed via verbal feedback from the SP and self-assessment of the videotaped encounter. Results Six trainees completed the exercise. Second-year fellows received significantly higher scores in medical knowledge (55.0 ± 4.2 [standard deviation], P  =  .05) and patient care skills (19.5 ± 0.7, P  =  .04) by a faculty evaluator as compared with first-year trainees (46.2 ± 2.3 and 14.7 ± 1.5, respectively). Scores correlated by Spearman rank (0.82, P  =  .03) with the results of the Gastroenterology Training Examination. Ratings of the fellows by the SP did not differ by level of training, nor did they correlate with faculty scores. Fellows viewed the exercise favorably, with most indicating they would alter their practice based on the experience. Conclusions An SP exercise is an efficient and effective tool for assessing core clinical competencies during fellowship training.

Integrated forms of self-assessment and placement testing for Italian L2 aimed at incoming foreign university exchange students at the University of Padua

2018 ◽  
Vol 8 (1) ◽  
pp. 91-114
Author(s):  
Ivana Fratter ◽  
Luisa Marigo
Keyword(s):  
Integrated System ◽  
Assessment Tools ◽  
Exchange Students ◽  
Placement Testing ◽  
Self Assessment ◽  
Language Class ◽  
Critical Issues ◽  
Two Phases ◽  
University Of Padua ◽  
The University

Abstract The growing number of internationally mobile students who present Italian L2 language certificates on entry has led the University of Padua Language Centre (CLA) to reflect on whether it should maintain an online placement testing as a means of placing students in the relevant classes (Fratter, Ivana & Altinier. Micol 2015. Gli apprendenti di italiano L2 all’Università e le loro abitudini tecnologiche. In Francesca Helm, Linda Bradley, Marta Guarda & Sylvie Thouësny (eds.), Critical CALL – Proceedings of the 2015 EUROCALL Conference, 177–180. Dublin & Ireland: Research-publishing.net.). As of Academic Years 2014–2015 and 2015–2016, a research project has been underway at the CLA, involving the experimentation of a new integrated system of assessment comprising self-assessment and placement testing. An initial review of the placement test results carried out at the CLA combined with an examination of language certificates presented by the students has raised some critical issues related to incongruous data among the various tests/certifications. Other situations have shown different results regarding language skills within the same test, which has underpinned the decision to introduce a system of self-assessment so as to grant greater autonomy and responsibility to the students when choosing their class. This study sets out to analyze whether exchange students at the CLA are in a position to assess their own level of competence in L2 Italian, and then choose the Italian language class most suited to their language needs, thereby making class formation procedures easier. To this end, two different self-assessment tools were assigned to the students who, in turn, revealed the difficulties they encountered when self- assessing their language level without guidance. This has led to a new approach for self-assessment. This study highlights the process and initial results of research carried out in two phases of experimentation involving a new self-assessment proposal with integrated tools.

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