DESIGN OF AN ASSESSMENT METHOD BASED ON COMPETENCES BY STRATEGIC ANALYSIS TOOLS FOR SUBJECTS OF INDUSTRIAL ENGINEERING DEGREE

The article considers the tools of strategic analysis used in the course of strategic planning, assesses the advantages and disadvantages of these methods.

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A supervised method for unbiased peer-to-peer evaluation. An experience with engineering students

Multidisciplinary Journal for Education Social and Technological Sciences ◽

10.4995/muse.2015.3738 ◽

2015 ◽

Vol 2 (2) ◽

pp. 65

Author(s):

Francisco J. Simois

Keyword(s):

Engineering Students ◽

New Technologies ◽

Assessment Method ◽

Peer To Peer ◽

Engineering Problem ◽

Peer Evaluation ◽

Continuous Evaluation ◽

Engineering Degree ◽

Novel Method ◽

Interesting Alternative

Continuous evaluation is an assessment method which has some appealing advantages but also implies an increase of the teacher’s efforts and it may be unfeasible if the class is large.Of course, new technologies may be used to implement automatized evaluations, but it is usually quite difficult to carry them out when a complex task like an engineering problem is to be judged.An interesting alternative is a peer-to-peer evaluation, that is, the students themselves review their works. Nevertheless, one drawback is that it is likely that the grades are overrated. Although this is a well-known problem, not much effort is usually put into solving it. In this work we propose a novel method to limit this inconvenience, which is that the teacher randomly supervises a fraction of the students tasks.In this paper we present the results of such an experience carried out in a Signal Processing course within a Robotics Engineering degree. More precisely, four different sets of problems were solved by the teacher in class. At the same time, they were peer-to-peer reviewed by the students, following the indications given by the professor. Later, when the random supervision is performed, a penalty is applied if a major flaw in a student’s evaluation is detected. Thanks to this strategy, the scores tended to be more and more accurate according to the teacher’s criteria.Finally, the results of a survey anonymously fulfilled by the students to assess this experience are also presented.

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Virtualización Integral de Asignaturas de Expresión Gráfica en los Grados de Ingeniería = Comprehensive Virtualization of Graphic Expression Subjects in Engineering Degrees

Advances in Building Education ◽

10.20868/abe.2021.2.4718 ◽

2021 ◽

Vol 5 (2) ◽

pp. 9

Author(s):

Juan Pablo Carrasco-Amador ◽

Justo García-Sanz-Calcedo ◽

Francisco J. Moral ◽

Jaime González-Domínguez ◽

Manuel Matamoros-Pacheco ◽

...

Keyword(s):

Problem Solving ◽

Mechanical Engineering ◽

Computer Applications ◽

Industrial Engineering ◽

Teaching Methodologies ◽

Good Evaluation ◽

The Third ◽

Engineering Degree ◽

Video Tutorials ◽

Industrial Branch

El principal objetivo de este trabajo ha sido la virtualización de diferentes asignaturas del departamento de Expresión Gráfica de la Escuela de Ingenierías Industriales, entre las que se encuentran: Instalaciones Industriales y Comerciales II, Aplicaciones Informáticas para la Ingeniería e Ingeniería Gráfica. Las dos primeras se imparten en todos los Grados de Ingeniería de la Rama Industrial y la tercera, en el Grado de Ingeniería Mecánica y como asignatura optativa en el Grado de Ingeniería Electrónica y Automática. Para ello se han utilizado herramientas como OBS Studio, Zoom, Socrative o Moodle, empleadas para la elaboración de video tutoriales con resolución de problemas, cuestionarios, rúbricas y pruebas de evaluación, etc. La aplicación de las metodologías docentes descritas, así como la virtualización de los contenidos, han contribuido a mejorar y facilitar el aprendizaje por parte de los estudiantes, y han recibido una muy buena valoración y aceptación por parte de los alumnos.AbstractThe main objective of this project has been the virtualization of different subjects of the Department of Graphic Expression of the School of Industrial Engineering, among which are: Industrial and Commercial Installations II, Computer Applications for Engineering and Graphic Engineering. The first two are taught in all Engineering Degrees of the Industrial Branch and the third, in the Mechanical Engineering Degree and as an optional subject in the Electronic and Automatic Engineering Degree. For this, tools such as OBS Studio, Zoom, Socrative or Moodle have been used for the development of video tutorials with problem solving, questionnaires, rubrics and evaluation tests, etc. The application of the teaching methodologies described, as well as the virtualization of the contents, have contributed to improve and facilitate learning by students, and have received a very good evaluation and acceptance by students

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The Use of Blogs in a Project-Based Learning Context for First-Year Engineering Students’ Teams

Volume 9: Engineering Education ◽

10.1115/imece2020-23768 ◽

2020 ◽

Author(s):

Anabela C. Alves ◽

Ana C. Pereira ◽

Celina P. Leão ◽

Sandra Fernandes ◽

Andre F. Uebe-Mansur

Keyword(s):

Engineering Students ◽

Assessment Method ◽

Project Based Learning ◽

Industrial Engineering ◽

First Year ◽

Learning Context ◽

First Semester ◽

Teachers And Students ◽

Development Context ◽

Project Phases

Abstract The Integrated Project of Industrial Engineering and Management 1 (IPIEM1) is a curricular unit of the first year developed in the first semester of the Integrated Masters degree of Industrial Engineering and Management (IEM11) – University of Minho, Portugal. In the 2019’s 1st semester and in the IPIEM1 previous versions, Project-Based Learning (PBL) was usually adopted as a learning methodology. In this pedagogical development context, freshman students develop a project integrating all five courses related to this current semester. To undertake this project, the students work in large teams that comprise nine to ten members. Throughout the semester, each team must accomplish the project phases and tasks. To communicate their progress and results developed during the semester, each team designed a blog. In the IPIEM1 previous editions of PBL of this year in this program, the weblog (blog) digital technology was also adopted, but it was never assessed. Thus, this paper has two main objectives: 1) to evaluate the importance of the blog for the teams; 2) to discuss teams’ engagement during its development, knowing that it would be a part of the assessment method. The survey results revealed that the teams considered the blog useful to keep an update record of the project progress and to stimulate the writing and reflection about project contents. Furthermore, some of teachers’ and students’ considerations showed the need for providing more training and experience in the development of blogs.

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