TY - JOUR
T1 - Concepts for E-Assessments in STEM on the Example of Engineering Mechanics
T2 - How to Assess Complex EngineeringProblemsElectronically
AU - Orthaber, Markus
AU - Stütz, Dominik
AU - Antretter, Thomas
AU - Ebner, Martin
N1 - Publisher Copyright: © 2020 Kassel University Press GmbH.
PY - 2020/6/26
Y1 - 2020/6/26
N2 - We discuss if and how it is possible to develop meaningful e-assessments in Engineering Mechanics. The focus is on complex example problems, resembling traditional paper-pencil exams. Moreover, the switch to e-assessments should be as transparent as possible for the students, i.e., it shouldn’t lead to additional difficulties, while still maintaining sufficiently high discrimination indices for all questions. Example problems have been designed in such a way, that it is possible to account for a great variety of inputs ranging from graphical to numerical and algebraic as well as string input types. Thanks to the implementation of random variables it is even possible to create an individual set of initial values for every participant. Additionally, when dealing with complex example problems errors carried forward have to be taken into account. Different approaches to do so are detailed and discussed, e.g., pre-defined paths for sub-questions, usage of students’ previous inputs or decision trees. The main finding is that complex example problems in Engineering Mechanics can very well be used in e-assessments if the design of these questions is well structured into meaningful sub-questions and errors carried forward are accounted for.
AB - We discuss if and how it is possible to develop meaningful e-assessments in Engineering Mechanics. The focus is on complex example problems, resembling traditional paper-pencil exams. Moreover, the switch to e-assessments should be as transparent as possible for the students, i.e., it shouldn’t lead to additional difficulties, while still maintaining sufficiently high discrimination indices for all questions. Example problems have been designed in such a way, that it is possible to account for a great variety of inputs ranging from graphical to numerical and algebraic as well as string input types. Thanks to the implementation of random variables it is even possible to create an individual set of initial values for every participant. Additionally, when dealing with complex example problems errors carried forward have to be taken into account. Different approaches to do so are detailed and discussed, e.g., pre-defined paths for sub-questions, usage of students’ previous inputs or decision trees. The main finding is that complex example problems in Engineering Mechanics can very well be used in e-assessments if the design of these questions is well structured into meaningful sub-questions and errors carried forward are accounted for.
KW - Engineering Mechanics
KW - e-assessment
KW - STEM
KW - higher education
KW - complex problems
UR - http://www.scopus.com/inward/record.url?scp=85089032325&partnerID=8YFLogxK
U2 - 10.3991/ijet.v15i12.13725
DO - 10.3991/ijet.v15i12.13725
M3 - Article
SN - 1868-8799
VL - 15.2020
SP - 136
EP - 152
JO - International journal emerging technologies in learning : iJET
JF - International journal emerging technologies in learning : iJET
IS - 12
ER -