Student’s Perceptions Regarding Assessment Changes in a Fluid Mechanics Course

Abstract

The main objective of this study is to evaluate students' perceptions regarding different methods of assessment and which teaching/learning methodologies may be the most effective in a Fluid Transport System course. The impact of the changes in the assessment methodology in the final students' grades and attendance at theoretical classes is also analysed, and the results show that students' attendance at theoretical classes changed significantly. The students prefer and consider more beneficial for their learning assessment through several questions/problems and small tests during theoretical lessons instead of a single moment of evaluation. For them, the traditional teaching/learning methodology is still considered the most effective one. At the same time, students perceive that the development of the Practical Work (PW) and several moments of assessment had positive repercussions on the way they focus on the course content and keep up with the subjects taught, providing knowledge on the area under study, encouraging collaborative work and stimulating the students' intellectual curiosity. Largely, students agree that the PW is an important tool in their learning process and recommend it as a teaching activity. In general, students are confident with the knowledge acquired with the PW and feel able to size fluid transport systems.

The Relationship of Higher Education Access with Final Marks in a Core Chemical Engineering Topic

“…As expected, on average, the lowest result obtained was for COF14 (For the intermediate assessment, I prefer to carry out a single moment of evaluation and test) with average values lower than 3, showing a disagreement in opinion. A negative evaluation manifests a positive perception that it would be preferable to have more than one moment of assessment [18]. However, and in contrast with the previous set of items (AE´s), there is a statistically significant difference between the three clusters for each of the three COF items (for all the items under analysis: p < 0.001).…”

“…The referred questionnaire intended to collect students' perceptions regarding teaching/learning techniques and the assessment methodologies [16][17][18]. It was based in a previous questionnaire already used to study the impact of introducing a PW in the learning process of the Fluid Transport Systems course in the Chemical Engineering degree [18].…”

Strategi Pemecahan Masalah Mekanika Fluida Menurut Taksonomi Solo

“…Proses pemahaman mahasiswa tergantung pada keterlibatan aktif mahasiswa dalam kegiatan belajar. Hal ini dapat ditunjukkan dapat ditunjukkan pada perkembangan dari kerja praktik dan beberapa momen penilaian yang memiliki dampak positif pada cara mereka fokus pada konsep dan mengikuti matakuliah yang diajarkan, memberikan pengetahuan tentang bidang yang diteliti, mendorong kolaborasi bekerja dan merangsang keingintahuan mahasiswa (Sena-Esteves et al, 2019).…”

Students’ Epistemic Game according to SOLO Taxonomy in Completing Fluid Mechanics Problem

“…The effecriveness of the educational process depends on the involvement of students in active learning activities, as someone who develops and presents himself in activities. The development of practical work (PW) and several assessment moments have had a positive impact on the way they focus on content and follow the cources being taught, provide knowledge of the field under study, encourage collaborative work and stimulate students' intellectual curiosity (Sena-Esteves et al, 2019). The assessment moments help provide knowledge of the area under study, encourage collaborative work and stimulate theor intellectual curiosity, but they still have difficulty linking the acquired concepts to other chapters.…”