Wentworth Institute of Technology, Massachusetts
April 22, 2022
April 22, 2022
April 23, 2022
10
10.18260/1-2--42207
https://peer.asee.org/42207
390
Dr. Ashanthi Maxworth is currently an assistant professor in electrical engineering at the University of Southern Maine. She is originally from Sri Lanka where she obtained her B.Sc in Electronics and Telecommunication Engineering from the University of Moratuwa. In January 2013 she started her graduate studies at the University of Colorado Denver. She obtained her Masters (2014) and Ph.D. (2017) in Electrical Engineering specializing in electromagnetic wave propagation in the Earth’s ionosphere and magnetosphere. Before assuming duties as an assistant professor she completed a postdoctoral fellowship at the University of Saskatchewan Canada in Physics and Engineering Physics. So far Dr. Maxworth has published more than 10 journal articles and nearly 40 conference proceedings, in wave-particle interactions in space plasma and engineering education.
This work presents a new set of student self-assessment questionnaires developed according to the hierarchical of Bloom’s taxonomy for electromagnetic fields. Electromagnetic fields is an essential course for electrical and electromechanical undergraduate students covering Maxwell’s equations, plane wave propagation, and electromagnetic applications. This complex mathematics can be intimidating for the majority of engineering students. Therefore, it is important to make sure that the instructors identify the difficulties students go through during the course early on to make necessary adjustments. A sample question in the student self-assessment is as follows: Gauss’s Law for electrostatic fields and Maxwell’s first equation. a. I can neither explain, apply nor design an application based on Maxwell’s first equation. b. I can explain Maxwell’s first equation. However, I can neither apply nor design an application based on it. c. I can explain and apply Maxwell’s first equation. However, I cannot design an application based on it. d. I can explain, apply and design an application using Maxwell’s first equation. The keywords in the above choices were chosen based on Bloom’s taxonomy. Choice a represents a student performing very poorly in class, and choice d represents a student who is excelling in the class. Choice b and c represent average and above-average students. These questions can be posed by the end of each chapter to identify the level of the students based on their own opinion. Also, these can be given at the end of the semester to make necessary adjustments for the upcoming semesters. At the University of Southern Maine, this questionnaire was administered during fall 2020 and fall 2021 for ELE 351: Electromagnetic Fields, to collect students’ feedback. According to the student’s feedback, the majority of the students have chosen choice c, followed by choices d and b. These results indicate that the students were able to apply the concepts accurately, but they would prefer more hands-on design experience.
Maxworth, A. S. (2022, April), Student Self-Assessment Questionnaires using Hierarchical Bloom’s Taxonomy Paper presented at ASEE-NE 2022, Wentworth Institute of Technology, Massachusetts. 10.18260/1-2--42207
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2022 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015