Pinkelman, R. J., & Kühl, F. G., & Stephenson, B., & Hampe, M. J. (2016, June), E-Assessment and Direct Competency Modelling in a Chemistry for Mechanical Engineering Course  Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26874

\bibitem{asee_peer_26874}
  Pinkelman, R. J., \& Kühl, F. G., \& Stephenson, B., \& Hampe, M. J. (2016, June), \emph{E-Assessment and Direct Competency Modelling in a Chemistry for Mechanical Engineering Course}
  Paper presented at 2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana.
  10.18260/p.26874

Rebecca Jo Pinkelman, Frank Guido Kühl, Brian Stephenson, and Manfred J. Hampe.  "E-Assessment and Direct Competency Modelling in a Chemistry for Mechanical Engineering Course".  2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana, 2016, June.  ASEE Conferences, 2016.  https://peer.asee.org/26874 Internet.  17 May, 2024

\bibitem{asee_peer_26874}
  Rebecca Jo Pinkelman, Frank Guido Kühl, Brian Stephenson, and Manfred J. Hampe.
  "E-Assessment and Direct Competency Modelling in a Chemistry for Mechanical Engineering Course".
  \emph{2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana, 2016, June}.
  ASEE Conferences, 2016.
  https://peer.asee.org/26874 Internet.  17 May, 2024

@INPROCEEDINGS{asee_peer_26874
author = "Rebecca Jo Pinkelman, Frank Guido Kühl, Brian Stephenson, and Manfred J. Hampe"
title = "E-Assessment and Direct Competency Modelling in a Chemistry for Mechanical Engineering Course"
booktitle = "2016 ASEE Annual Conference \& Exposition"
year = "2016"
month = "June"
address = "New Orleans, Louisiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/26874}
number = {10.18260/p.26874}
}

TY  - CPAPER
AB  - In large classes with hundreds of students enrolled, it is difficult to gauge the knowledge level of the students on a regular basis until the exams where it is almost too late to correct and supplement competency deficiencies. Complementing weekly lectures with an online learning platform coupled with a direct competency model for e-learning and e-assessment can provide real-time feedback on student knowledge and deficiencies for the instructors and help the students better prepare for their exams and increase their core knowledge. A case study of a large Chemistry for Mechanical Engineering course (~400-500 students) at a German university utilized an online platform to develop a direct competency model to assess students’ knowledge of core chemistry competencies. These competencies were based on the learning outcomes of the course. This model consisted of short review questions (2-3 per topic) that test students’ understanding of the concept and a pre and post self-assessment over these core competencies. Students that scored higher in the direct competency questions showed higher mastery of the subject topic through achieving higher scores on correlated exam tasks and subtasks. Also the pre and post self-assessment showed that students made significant gains in core knowledge. This validation of the competency model allows it to be used in real-time in an online learning platform to see how well students understand the material and allows the instructor to correct deficiencies shortly after the material is presented and before the next exam.
AU  - Rebecca Jo Pinkelman
AU  - Frank Guido Kühl
AU  - Brian Stephenson
AU  - Manfred J. Hampe
CY  - New Orleans, Louisiana
DA  - 2016/06/26
PB  - ASEE Conferences
TI  - E-Assessment and Direct Competency Modelling in a Chemistry for Mechanical Engineering Course
UR  - https://peer.asee.org/26874
DO  - 10.18260/p.26874
ER  -