Conference Session

Self-efficacy and Emotion: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jenefer Husman, Arizona State University; Katherine C Cheng, Arizona State University; Krista Puruhito, Arizona State University; Evan J Fishman, Stanford University

Tagged Divisions

Educational Research and Methods

appraisalantecedents (e.g., subjective control) will be dually reflected in the bio-manifestations ofstudents’ salivary profiles, represented by saliva cortisol in the current study. In particular,academic positive emotions should be related to a lower manifestation of the stress.Research hypotheses We suspected that students’ beliefs about the value of a course for their future asengineers have an impact on students’ academic emotions. We also proposed that thesebeliefs and emotions would be jointly reflected in the bio-manifestations of students’ salivaryprofiles, represented by saliva cortisol. 39 We hypothesized that student’s class-related positive emotions would negativelycorrelated with students’ cortisol levels; we also hypothesized that

Conference Session

Qualitative Methodologies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Elliot P. Douglas, University of Florida; Shawn S. Jordan, Arizona State University, Polytechnic campus; Micah Lande, Arizona State University, Polytechnic campus; Amy Elizabeth Bumbaco, University of Florida

Tagged Divisions

Educational Research and Methods

figure out the best way to make it do what it needed to do.”Charles Finding 1) Closely 1) Didn’t have the actual “Uh It seemed like it fit the(MSE) corrosion at connected the assignment but stories description of like making home assignment with the observations and like (individual) ‘logical’ process of 2) Only reflected work in collecting data and then CT school (mentions a drawing conclusions and like

Conference Session

Motivation, Attitudes, and Beliefs

Collection

2018 ASEE Annual Conference & Exposition

Authors

Allison Adams, Kansas State University; Amy Rachel Betz, Kansas State University; Emily Dringenberg, Ohio State University

Tagged Divisions

Educational Research and Methods

experience may lead them to share or disclose information they maynot have, potentially leading the interview process. The process of developing and validating aninterview protocol has proved to be an excellent opportunity to introduce engineering researchersto qualitative, educational research.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.#1738209. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation. ReferencesAmerican Academy of Arts & Sciences. (2017). The future of undergraduate education, the future of

Conference Session

Research Methods

Collection

2018 ASEE Annual Conference & Exposition

Authors

Corey T. Schimpf, The Concord Consortium; Molly H. Goldstein, Purdue University, West Lafayette (College of Engineering); Robin Adams, Purdue University, West Lafayette (College of Engineering); Jie Chao, The Concord Consortium; Senay Purzer, Purdue University, West Lafayette (College of Engineering); Charles Xie, The Concord Consortium

Tagged Divisions

Educational Research and Methods

engaged in the design project. We estimateda student’s degree of engagement by the activity of their log files and selected the five most activestudents from each school. The average of design actions was 1104 and 1723 from the middleschool and high school, respectively. Given that the time for the design challenge and learningcontext were kept as similar as possible it is not clear why the average operations are notablydifferent between schools. This may reflect different levels of engagement between the high schooland middle schools’ students or that the high school students felt more comfortable with thesoftware and therefore made more design actions. Note that camera and note actions were notincluded in these tallies as both tend to be

Conference Session

Problem Solving and Misconceptions

Collection

2008 Annual Conference & Exposition

Authors

Gerard Rowe, University of Auckland; Chris Smaill, University of Auckland

Tagged Divisions

Educational Research and Methods

ability to relate the distributed-parameter values to transmission-line characteristics such as characteristic impedance and velocity of propagation. (c) the ability to calculate reflection and transmission coefficients of mismatched transmission lines (d) the ability to explain the characteristics of lossy transmission lines, specifically loss, dispersion and cross-talk. 9. To be able to perform calculations involving simple magnetic circuits, including calculations of magnetomotive force, flux and reluctance and the design of simple inductors. 10. To understand the operation of, and be able to perform simple calculations on, permanent magnetic circuits. 11. To be able to describe the

Conference Session

Use of Technology to Improve Teaching and Learning

Collection

2006 Annual Conference & Exposition

Authors

John Chen, Rowan University; Jennifer Kadlowec, Rowan University; Dexter Whittinghill, Rowan University

Tagged Divisions

Educational Research and Methods

anddisplay student responses from the PDAs is a pre-beta version of OptionFinder VP, which isbeing developed by Option Technologies Interactive.Regardless of the feedback method used each time, the concept question or skill quiz is posed bythe professor through his Tablet PC and is projected to the front of the class along with thepossible solutions. The correct solution is embedded with incorrect answers, also known as‘distractors,’ which are derived from common student mistakes or misconception. Students aregiven time to reflect on the question posed, discuss it with their peers, and then must select fromthe possible solutions. The major differences between the two feedback methods are that thePDA/software-based method allows for 1) quantitative

Conference Session

ERM Potpourri

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kathryn W. Jablokow, Pennsylvania State University; Joanna F. DeFranco, Pennsylvania State University, Great Valley; Sally Sue Richmond, Penn State Great Valley School of Graduate Professional Studies

Tagged Divisions

Educational Research and Methods

students relied on the given list of concepts to complete theirmaps, and they used most of those concepts as well. Page 23.105.7Moving to correlations involving two holistic metrics (Table 3), the negative correlations amongthe various structural patterns (hub, tree, linear, etc.) are somewhat obvious; if a map is assessedas reflecting one pattern, it is less likely to reflect another. We also note the following interestingrelationships in Table 3: • Comprehensiveness and organization (moderate to strong positive correlations) • Organization and network pattern (moderate positive correlations)As summarized in Appendix A

Conference Session

Measurement Tools

Collection

2010 Annual Conference & Exposition

Authors

Laura L. Pauley, Pennsylvania State University; Jonna M. Kulikowich, Pennsylvania State University; Nell Sedransk, National Institute of Statistical Sciences; Renata Engel, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

. ________________________________________________________________________ Figure 6. Example of a testlet for Construct (M2).The Psychometric Evaluation of Dimensionality and Score AssignmentTypically, classical exploratory and confirmatory factor analytic and Item Response Theorymethods are used to determine the dimensionality and precision of score assignment.13,14 Thesetechniques are useful primarily when each distribution represents a single dimension and scores areassigned dichotomously. For several of the measures administered in our research (e.g.,mathematical or spatial reasoning), scores are likely to reflect multidimensionality. For instance,Construct (M2) designed to measure understanding of mathematical information includes as muchscientific content as mathematical information. From a theoretical

Conference Session

Measurement Tools

Collection

2010 Annual Conference & Exposition

Authors

Adam Carberry, Tufts University; Matthew Ohland, Purdue University; Chris Swan, Tufts University

Tagged Divisions

Educational Research and Methods

external authorities (experts) OR can most people become better at or learn the ability to construct knowledge Justification for Knowing - Does learning consist mainly of absorbing information OR does it rely crucially on constructing one's own understanding by working through the material actively, by relating new material to prior experiences, intuitions, and knowledge, and by reflecting upon and monitoring one's understandingEngineering EpistemologyAccording to Grimson, “It is important that engineers understand the nature and provenance

Conference Session

Methodological & Theoretical Contributions to Engineering Education 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Lauren D. Thomas, University of North Carolina at Chapel Hill

Tagged Divisions

Educational Research and Methods

their abilityto act on their own. For a graduate student or new faculty member, their role within thedepartment puts some limitations on their ability to change their context. Their individual actionsto reach their goals with contextual bounds in mind, shape their academic identity in importantways. Mathieson22 examines agency of new faculty members in the midst of a curriculum changewithin their department. The change required addressing individual teaching philosophy andresearch engagement. The study explains the different experiences of these faculty members inresponding to the change. Their responses were different, but reflected their individual valuesand identities within the academic context.Institutional strandThe institutional strand

Conference Session

New Learning Paradigms I

Collection

2010 Annual Conference & Exposition

Authors

Kendra Seniow, Oregon State University; Eric Nefcy, Oregon State University; Christine Kelly, Oregon State University; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

quantitative (box) Primary Model Components, which sit on the center line, while part (b) shows Secondary Model Components, which in addition to Operationalized (in green) and Abandoned (in red) can be Not Engaged (in black and with a dashed connecting arrow) and are connected to the center line.Since notebooks provide a location for brainstorming as well as for results and discussion theyoften reflect those ideas which are never fully realized amongst those that are implemented.Additionally, student groups occasionally include in their memoranda, reports or presentationsthose ideas which they feel should be relevant or correct, as indicated by, among other sources

Conference Session

Retention and Persistence in Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Cathy W. Hall, East Carolina University; Karen A. De Urquidi, East Carolina University; Paul J. Kauffmann P.E., East Carolina University; Karl Louis Wuensch, East Carolina University; William W. Swart, East Carolina University; Odis Hayden Griffin Jr. P.E., East Carolina University

Tagged Divisions

Educational Research and Methods

Stability). Neuroticism is characterized by traits like tension, moodiness, and anxiety.  Openness to Experience (sometimes called Intellect or Intellect/Imagination). This dimension includes having wide interests and being imaginative and insightful.The second personality indicator employed in this study was the locus of control (LOC) test.Rotter18 is credited with the original locus of control concept which reflects a generalized beliefconcerning who or what influences events from internal to external control: Internal controldescribes the belief that control of future outcomes resides primarily in oneself. On the otherhand, external control refers to the expectancy that control is outside of oneself, either in thehands of

Conference Session

Thinking About the Engineering Curriculum

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jason Feser, American Association for the Advancement of Science, Science & Technology Policy ; Maura J. Borrego, National Science Foundation; Russ Pimmel, University of Alabama; Connie Kubo DUPE Della-Piana, National Science Foundation

Tagged Divisions

Educational Research and Methods

tended to focus on localimpacts which had been emphasized in CCLI, while strengths were more closely related toTUES emphases on transformation and broad impact at multiple institutions. Evaluation andassessment remain prominent weaknesses to be addressed, along with dissemination andinstitutionalization.This paper informs prospective PIs of program expectations, provides baseline data forevaluating recent and future changes to the program, and allows program officers to reflect onprogram and policy needs. In the broader context of studies on change in engineering education,this study documents shifting values of peer reviewers and engineering educators to increasinglyemphasize approaches that will broadly impact and transform how future

Conference Session

Assessment of Student Learning 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Micah Lande, Arizona State University; James Nelson, Arizona State University

Tagged Divisions

Educational Research and Methods

] (27)      Unique   [company] Products(11) Sound Masking(38)   Team [company](43) Dropped Ceiling(15) Dynamic Ceiling(161) Modular Homes(21) Dynamic Acoustic(29) Reflecting Panels(7) Dynamic Office(26)   Absorbing Ceiling(36) Reflecting Ceiling(13

Conference Session

Studies of Shifting In-person Courses to Online and Students' Online Behavior

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Beata Johnson, Purdue University, West Lafayette; Andrew Whitehead, Purdue University, West Lafayette; Joyce B. Main, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

research about the use of hybrid learning, Raes et al. [9] suggest cautiousoptimism about its continued use given the pedagogical and technological challenges that itposes. Hybrid learning offers flexibility in constructing learning spaces but also requires carefuldesign to facilitate student learning outcomes.Experiential LearningExperiential learning theory provides an integrative perspective of learning as a process that isgrounded in experience [10]. As such, students’ learning and development benefit from highlycontextualized, hands-on, real-world learning experiences, such as those found through out-of-class student involvement [11]. As theorized by experiential learning theory, students developknowledge through collaborative and reflective

Conference Session

Assessing Social Responsibility & Sustainability

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nathan E Canney PE, Seattle University; Angela R Bielefeldt, University of Colorado, Boulder; Mikhail Russu

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods, Engineering Ethics, Liberal Education/Engineering & Society

ofthe course, gender, and the instructor’s personal encouragement of the students to engage insocial activism. Philosophy and religion courses were the most commonly cited types of HSScourses mentioned by students, with religion courses being almost entirely from students at thefive religiously affiliated schools.Other course types that were seen in student responses included senior design (10% of seniors)and first-year introductory and engineering projects courses (10% of total, 22% of first-years).Very few students referenced math or natural science courses as having been influential to theirviews of social responsibility (2%). A small percentage of students also responded that all oftheir courses had been influential (2%).Reflecting on the

Conference Session

Student Diversity: attracting and retaining a diverse population of students

Collection

2007 Annual Conference & Exposition

Authors

Elliot Douglas, University of Florida

Tagged Divisions

Educational Research and Methods

------ ------ ------testTable 4: MCI results by sex. Numbers in parentheses are number of students (N) followed bythe standard deviations. The values of N reflect those students for whom data was available.MCI gain may not equal the difference between the pre-test and post-test scores due to round-offerror. MCI pre-test* MCI post-test* MCI gainMale 11.9 (87, 3.6) 15.7 (89, 4.0) 3.8 (82, 3.4)Female 10.3 (25, 2.7) 13.8 (25, 3.7) 3.6 (24, 3.0)* Significant at p

Conference Session

Student Teams and Project-Based Learning

Collection

2007 Annual Conference & Exposition

Authors

Steven Zemke, Gonzaga University; Diane Zemke, Gonzaga University

Tagged Divisions

Educational Research and Methods

world just to get off topic. ¶2: Just to make sure you know where everybody’s at? ¶3: And—I mean that it’s hard to say that’s —that’s the most important thing because these other things are kind of the foundation for what you build a good meeting. But assuming you kind of had rudimentary standing agenda items and these other things, it wouldn’t really matter at all unless you had this good process check. I think that’s king of the key. You can have a meeting without one, but you can’t have a good meeting without it.In this reflective task it appeared that the students were easily drawing well-formed ideas fromtheir previous discussion. One implication of this apparent

Conference Session

Faculty Attitudes and Perceptions

Collection

2008 Annual Conference & Exposition

Authors

Bugrahan Yalvac, Texas A&M University; Lisa Brooks, Texas A&M University; Christine Ehlig-Economides, Texas A&M University

Tagged Divisions

Educational Research and Methods

. Leaders’ perspectives were captured through a series of three one-on-one interviews conducted over the course of an academic semester as they were team-teaching. Our participants, who were not all engineers, worked closely with engineering faculty —the content experts— and learning scientists — experts in pedagogy— over the course of a semester. Weekly group meetings were held to review the recitation activities, reflect on our team’s teaching practices, discuss students’ reactions, and consider strategies to enhance the effectiveness of our course deliverables. At these meetings, we cultivated a learning community in which we encouraged the recitation leaders to facilitate the learning process, instead of trying to be the main

Conference Session

SPECIAL SESSION: Describing the Engineering Student Learning Experience Based on CAEE Findings: Part 1

Collection

2008 Annual Conference & Exposition

Authors

Lorraine Fleming, Howard University; Sislena Ledbetter, Howard University; Dawn Williams, Howard University; Janice McCain, Howard University

Tagged Divisions

Educational Research and Methods

generalize beyond the population from which it was taken. Finally, student names usedthroughout this paper are for ease of reading and were not used as identifiers while participantsin this study.Background: The case for diversityDiversity means many things to many people. It is a construct evolving out of corporateAmerica’s need to reflect a more diverse, and inclusive workforce, integrate the standardbusiness model, and ultimately level the global playing field. Diversity is evolving. Volumes ofdiversity research catalog this progression to include differences in gender, age, race, politicalaffiliation, religion, sexual preference…etc. This study will also show an array of definitions ofdiversity as aforementioned.In academia, administrators

Conference Session

Engineering Design: Implementation and Evaluation

Collection

2009 Annual Conference & Exposition

Authors

Gül Okudan, Pennsylvania State University; Alexander Yin, Pennsylvania State University; Saraj Gupta, Pennsylvania State University; Lisa Lattuca, Pennsylvania State University; Patrick Terenzini, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

flexible manner in a cycle of reflection-action-re-reflection7. All of these have implications for the pedagogy that might be chosen to convey andprepare the setting for design learning.Despite their contributions to the design research, shortcomings of these approaches exist inexplaining, (or taking into account) the relationships between the design practice, design context,and design team performance. For example, the normative approach isolates design tasks fromtheir wider context 8,9. It neglects most of the specific factors and constraints designers need tocope with, such as economic constraints, time pressure and teamwork10. The empirical approachhas not been always theory based – a clear direction of research sometimes has been missing9

Conference Session

Educational Research

Collection

2009 Annual Conference & Exposition

Authors

B. Kyun Lee, LeTourneau University; Paul Leiffer, LeTouneau University; R. William Graff, LeTourneau University; Vicki Sheafer, LeTourneau Iniversity

Tagged Divisions

Educational Research and Methods

14.1293.4were researchers who could design different tasks. Most studies of cognitive styles weredescriptive, did not attempt to elucidate the underlying nature of the construct or relate styles toinformation processing theories, and were designed according to the assumption that styles arelimited to only very basic information processing operations. The main message of the researchis that styles represent relatively stable individual differences in preferred ways of organizingand processing information that cut across the personality and cognitive characteristics of anindividual.Despite declining interest in styles among cognitive scientists by the end of the 1970s, thenumber of publications on styles in applied fields increased rapidly, reflecting

Conference Session

Faculty Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Staffan Andersson, Uppsala University; Arnold Neville Pears, Uppsala University

Tagged Divisions

Educational Research and Methods

numbers and also as a percentage of the sample between 2009 and2012 (N2009=59, N2012=87).Overall the educational theory background of the respondents is quite high and has in-creased over the period 2009 to 2012. This reflects the emphasis on in-service training inSwedish higher education over the last ten years. It is now standard practice that academicappointments at the grade of lecturer and above require candidates to have ten weeks offormal course-work in educational theory and practice for higher education, or documentedequivalent professional experience.Study MethodWe developed a Swedish language version of the ATI directly from the version published byProsser and Trigwell [4, page 418-419]. The English version was translated into Swedish

Conference Session

Experiences of Diverse Students

Collection

2017 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, Angelo State University; Amy Wilson-Lopez, Utah State University, Department of Teacher Education and Leadership; Andrea L. Robledo, Angelo State University; Renata A. Revelo, University of Illinois, Chicago

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

a desire to effect social change. As indicated by Keating, nepantleros and nepantleras usetheir views to “invent holistic, relational theories and tactics enabling them to reconceive or inother ways transform the various worlds in which they exist” (p. 9).4 Thus, we argue that Latinxadolescents not only solve engineering problems using their ways of knowing, but also becomeagents of change and inspire others to do the same.Researcher’s PositionalityQualitative research is impacted by the researcher’s worldview, background, identities,experiences, and assumptions. Thus, within ethnographic approaches to research, it is importantto reflect on one’s biases, values, and experiences and make those explicit through reflection.14Reflexivity

Conference Session

Learning from Industry

Collection

2017 ASEE Annual Conference & Exposition

Authors

Trevion S. Henderson, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

invested in particular activities was,in part, a measure of the student’s involvement. Further, Astin suggested that the learning anddevelopment associated with participation in a particular academic or social program is directlyrelated to students’ involvement in the program. Finally, involvement theory depicts time as avaluable resource to students, suggesting that activities wherein students must expend theresource of time reflect, to some degree, students’ priorities, interests, and long- and short-termgoals. Educators, Astin posited, are “competing with other forces in the student’s life for a shareof that finite time and energy,” which are directly related to “the extent to which students canachieve particular developmental goals” (e.g

Conference Session

ERM Technical Session 7: Learning and Research in Makerspaces

Collection

2019 ASEE Annual Conference & Exposition

Authors

Colin Dixon, Concord Consortium; Lee Michael Martin, University of California, Davis

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

each day.Participants & the Class Portrait ProjectFifteen students, ages 14 to 16, at a public high school participated in the maker club – 7 boys, 7girls, and 1 gender non-binary. The club demographics reflected those of the school as a whole –5 African-American, 3 Latinx, 3 White, and 4 multiracial. Most students were from low tomiddle income families. In this paper, we focus on the work of one group, in which there werethree young women -- Casey, Deonne and B -- and one young man -- B’s brother Isaiah.Three members of the group – Casey, Deonne, and Bi – shared a homeroom, and decided tocreate a light-up Class Portrait. The portrait as initially envisioned would include a photo of allstudents in the class and use LEDs embedded in the

Conference Session

ERM Technical Session 17: Student Cognitive Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

Adaline M. Buerck, University of South Florida; Maya A. Trotz, University of South Florida; Estenia Ortiz Carabantes, University Of South Florida; Daniel Arnulfo Delgado Jr., University of South Florida

Tagged Divisions

Educational Research and Methods

thisstudent was excited to conduct research on bottled water and share with the local community.Another student reflected on the pros and cons of the project with, “I was expecting just astandard lab class, where we perform experiments and write reports, but I was really glad to havehands-on experience on an environmental issue happening in our county. I thought the classproject would be more structured, but turned out to be more loose than what I would havepreferred.”The outlier was clearly the student who engaged with the David Tippin Water TreatmentFacility. That student talked about how the conversations for the project led to an interview foranother internship. The added benefits of engaging with the community and professionals wasclear. While

Conference Session

Perspectives and Evaluation of Engineering Design Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Radian G. Belu, Southern University and A&M College; Lucian Ionel Cioca, Lucian Blaga University of Sibiu; Fred Lacy, Southern University and A&M College

Tagged Divisions

Educational Research and Methods

engineeringcurriculum in fundamental ways. Among advantages of the capstone course sequence and serviceoriented learning are the enhancement of communication skills and a promotion of deeperlearning over surface learning. Success for tomorrow’s engineers necessitates the design ofengineering curricula that promote awareness of the broader impacts of engineering, enhancessystems thinking, reflects sustainable engineering practices, and helps prepare students to makean impact in the global community. The projects provide students with a context for learning.They give them a reason to see why and how the fundamental principles of science, math andengineering can be utilized to solve practical design problems. The development of well-rounded, multi-skilled

Conference Session

Practice I: Academic Success

Collection

2018 ASEE Annual Conference & Exposition

Authors

Colby Goettel, Brigham Young University; Barry M. Lunt, Brigham Young University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

). It containedinformation about the research and a place for students to sign granting access to their collegetranscripts. Additionally, the consent form contained information about the risks and benefits ofthe research, confidentiality, and what to do if a research subject had questions about theresearch.3.3 Kolb Learning Style Inventory (v3.1)The LSI is a twelve-question survey that takes between five and ten minutes to complete. The LSIcharts cognition on a two-axis scale: concrete experience (CE) versus abstract conceptualization(AC), and reflective observation (RO) versus active experimentation (AE).The LSI presents twelve, multiple-choice style questions. For instance, the question might startout: “When I learn, I prefer to:” and then

Conference Session

Practice II: Curricular Innovations

Collection

2018 ASEE Annual Conference & Exposition

Authors

Zhi Fang, Beihang University; Shuiting Ding, Beihang University; Qing Lei, Beihang University; Dandan Hou, Beihang University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

evaluation content, knowledge memory and test scores aretoo much more emphasized than students’ overall quality; regarding assessment function,appraisal and selection are taken more important than diagnosis, feedback and motivation; asfor evaluation criteria, students are taken as a whole, ignoring their individual differences;evaluation subjects are biased towards teachers, ignoring the diversification of evaluationsubjects; with regard to the evaluation process, conclusive nature is obvious while the processis ignored; for evaluation methods, written forms are dominant, neglecting other forms ofevaluation. Besides, quantified results are excessively employed, and adoption of evaluationmethods reflecting the diversified quality of students required