Significance of Assessment and Communication With the Teacher in the Chemical Technology Learning Process

Abstract

Given the complexity of the learning content, in modern engineering education, the need for feedback from the students is also relevant. Not only during an exam when they demonstrate the outcomes of their studying. There is a need to research students’ opinions on effective communication with teachers, teaching methods and assessment. The goal of this publication is to show the results of a study conducted with students in the Fundamentals of Chemical and Metallurgical Technologies (FCME) major at the University of Chemical Technology and Metallurgy (UCTM), Sofia. Students’ opinions are presented regarding the teacher’s requirements for independent work and presentation of results, teaching methods and assessment of knowledge and skills. Respondents were third year full-time and part-time students at the Faculty of Chemical Technologies, major FCME.
 The outcomes of the study we conducted demonstrate that the use of different methods of teaching and assessment, as part of it, including giving tasks for self-assessment, increase students’ understanding and satisfaction of the learning process. Good communication between teachers and students, clear work requirements and criteria make the course content and assessment more understandable and meaningful for the students. They become active participants in the learning process, which leads to exhibited responsibility and commitment towards it.