Abstract
In recent decades, there has been increasing focus on effective teaching and learning strategies for engineering education. However, equally important is effective assessment of learning outcomes, which has not received much attention. Besides teaching well, a good educator should also be able to close the learning loop by adopting effective assessment strategies. Assessment is a systematic way of measuring students’ learning, and impacts both students and instructors. It enables students to identify their strengths and weaknesses and instructors to evaluate their teaching performance in the course. I employ a variety of assessment strategies in my courses that includes project reports, oral presentations, term papers, class participation and conventional tests/examinations. As with my systematic delivery of classes that is often highlighted by students in their feedback, I adopt a systematic approach to assessment as well. Over the years, I have progressively refined my question strategies for final examinations and tests, on my own or in tandem with my co-instructors. This paper discusses the main ideas behind my approach and how it has been effective in measuring the course learning outcomes. The key is to test students in a dynamic way by presenting them with different scenarios and situations so that they can apply what they have learnt.
Presenters
Suraj VasudevanSenior Lecturer, Chemical and Biomolecular Engineering, National University of Singapore, Singapore
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Course assessment, Learning outcomes, Scenario-based assessment, Cognitive abilities
