College of Education and Human Development
Permanent URI for this communityhttps://hdl.handle.net/20.500.12588/194
Browse
Browsing College of Education and Human Development by Subject "assessment"
Now showing 1 - 2 of 2
- Results Per Page
- Sort Options
Item Assessing the Effectiveness of Problem-Based Learning Across Two Concrete Construction Courses(Gate Association for Teaching and Education, 2022-07-30) Torres, Anthony; Hu, Jiong; Sriraman, Vedaraman; Martinez Ortiz, Araceli; Membrillo-Hernández, JorgeThe goal of this study is to assess the effectiveness of a Problem-Based Learning (PBL) pedagogy that was implemented in two different concrete construction courses. Both courses are a part of an industry focused four-year undergraduate concrete degree program. One of the classes focused on concrete problems, diagnosis, and repair of existing concrete, while the other class focused on handling and management methods of various concrete mixtures. In both courses, a PBL pedagogy was implemented such that students were self-learning and discovering the knowledge through an action-research case study. The action-research case study was specific to the course outcomes relevant to each course, but were assessed similarly. A total of eight different assessment methods were implemented across both courses’ multiple times from 2012 – 2019. The results showed that the students are highly benefiting from the PBL pedagogy, which was indicated across all assessment methods. Each assessment technique provided a unique insight into student comprehension or benefits of the PBL pedagogy. The most beneficial assessment techniques were; pre- and post-student assessment, level of understanding and confidence, pre- and post-objective student assessment, and report assessment. These four assessment techniques provide both direct (objective) and indirect (subjective) assessment, while only requiring four total surveys.Item Comprehensive Assessment of a Project Based Learning Application in a Project Management Course(Gate Association for Teaching and Education, 2021-05-22) Torres, Anthony; Sriraman, Vedaraman; Martinez Ortiz, AraceliThe focus of this study is to implement multiple assessment methods in order to comprehensively assess the impact of a Project Based Learning (PrBL) application in construction project management course. The assessment methods include various direct (objective) and indirect (subjective) evaluations methods. These methods included a pre and post questionnaire of student opinions, homework grades, in-class “clicker” quiz grades, overall project grades, embedded test question grades, a video lecture project, and short answer case study questions on exams from the Fall 2017 to Fall 2019 semesters. The data for this study was taken from the past six offerings of the same course, which was compared to a similar course in the same department. The analysis demonstrated that the students preferred both the use of an actual real-world project and the PrBL delivery method. The particular assessment methods that provided the most beneficial assessment were the embedded test questions and the case study section of the exam. The overall grade assessment method demonstrated an average of four percentage point increase in grades from previous offerings of the course and a similar course that does not include the PrBL pedagogy.