Graduate engineering student performance assessment: How learning pattern affects test scores

Document Type

Conference Proceeding

Publication Date

12-1-2000

Abstract

In this paper, the findings based on a graduate electrical engineering course titled "Real-Time Control Systems Design" are analyzed and reported. This course comprises of a lecture and laboratory component where the students are expected to transform their theoretical knowledge into a viable team laboratory design and present the results to the entire class. Upon running this course for seven consecutive years, the following observations are, invariably, made: 1. A bimodal distribution exists between theory and experiment: Students achieving the best classroom scores do not always perform well in a free structure design-based experimental project. Similarly, students who rank in the lower quartile for classroom performance may excel in the experimental project. 2. Composition of team members significantly affects the quality of the experiment. Standard indicators such as GPA do not strongly correlate with the experimental outcome. 3. Strong classroom participation does not correlate with overall course success. Administering the Myers-Briggs Type Indicator during the last two years provided an extra analytical dimension. From the MBTI test data and course grades, it is concluded that the "learning patterns" play a significant role in student performance and specifically, in relations to issues 1-3 above. Based on the combined results, a number of recommendations are brought forth for improving curriculum design and student assessment at the graduate level.

Identifier

8644285490 (Scopus)

Publication Title

ASEE Annual Conference Proceedings

ISSN

01901052

First Page

3001

Last Page

3014

This document is currently not available here.

Share

COinS