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Which pathway towards mathematics’ assessment in engineering education?
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Orientador(es)
Resumo(s)
In Portuguese engineering education it is frequent to come across
teachers expressing that the student-centered approach doesn’t work out after
changing their assessment method to include more evaluation elements in one
academic year in which the success rate remains the same. This paper intends
to show how the implementation of a suitable assessment method, constructively
aligned with the learning outcomes and the learning activities of the course unit,
represents a step to foster the change from the teacher-centered approach to
the student-centered approach, improving the students’ academic performance.
This changeover is particularly relevant for teachers of cross-cutting scientific
areas of technology or engineering degrees like mathematics who present passive
resistance to this change.
Descrição
Palavras-chave
Student-centered approach Continuous assessment Research in engineering pedagogy
Contexto Educativo
Citação
Justino, J., Rafael, S. (2023). Which Pathway Towards Mathematics’ Assessment in Engineering Education?. In: Auer, M.E., Pachatz, W., Rüütmann, T. (eds) Learning in the Age of Digital and Green Transition. ICL 2022. Lecture Notes in Networks and Systems, vol 634. Springer, Cham. https://doi.org/10.1007/978-3-031-26190-9_39