New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
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.
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
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