Abstract
This paper identifies and describes the effects of online versus traditional assessment activities on student performance when incorporated into a large first year Engineering topic. Due to higher workloads, high failure rate and limited teaching academic assistance, we looked at developing more efficient assessment methods without compromising student performance and consequently reduce our workloads. This topic consisted of Statics and Dynamics parts. For the pilot study in 2015, students were assessed using traditional methods for the Statics part i.e., students handed-in five assignments that have problems relating to the content for marking.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the Australian Conference on Science and Mathematics Education |
| Pages | 80 |
| Number of pages | 1 |
| ISBN (Electronic) | 978-0-9871834-6-0 |
| Publication status | Published - Sept 2017 |
| Event | The 23rd Australian Conference for Science and Mathematics Education - Monash University, Melbourne, Australia Duration: 27 Sept 2017 → 29 Sept 2017 |
Conference
| Conference | The 23rd Australian Conference for Science and Mathematics Education |
|---|---|
| Country/Territory | Australia |
| City | Melbourne |
| Period | 27/09/17 → 29/09/17 |
Keywords
- Peer assessment
- WileyPLUS
- online learning
- statics
- dynamics