Assignments and Grading in Engineering Graphics Courses | Zendy

Peeter Kukk | Zendy; Sanna Heikkinen | Zendy

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Assignments and Grading in Engineering Graphics Courses

Author(s) -

Peeter Kukk,

Sanna Heikkinen

Publication year - 2015

Publication title -

international journal of engineering pedagogy (ijep)

Language(s) - English

Resource type - Journals

SCImago Journal Rank - 0.437

H-Index - 7

ISSN - 2192-4880

DOI - 10.3991/ijep.v5i3.4661

Subject(s) - grading (engineering) , formative assessment , taxonomy (biology) , bloom's taxonomy , mathematics education , creativity , computer science , curriculum , subject matter , graphics , psychology , engineering , pedagogy , civil engineering , computer graphics (images) , ecology , cognition , social psychology , neuroscience , biology

An assignment analysis was carried out according to Bloom’s taxonomy for basic and advanced Engineering Graphics courses. Assignments for the first basic course cover the first three levels of Bloom’s taxonomy: remembering, understanding and applying, with some elements of creativity. Assignments for the advanced course cover the upper three levels of Bloom’s taxonomy: analysing, evaluating and creating. To stimulate student interest in purposeful learning it is essential to strike a balance between student engagement and the courses’ learning outcomes as determined by the curriculum. To achieve these goals the following course structure possibilities were analysed: creative elements in assignments; continuous and formative assessment with two-phase feedback; premium grading points; and external motivators. Dependence of the final grade on the prior subject matter knowledge of students was also analysed.

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