Comparing Exam Performance in a Reinforced Concrete Design Course with Bloom’s Taxonomy Levels

Dymond, Benjamin Z.; Swenty, Matthew; Carroll, J. Chris

doi:10.1061/(asce)ei.2643-9115.0000002

Cited by 3 publications

(1 citation statement)

References 18 publications

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“…Both POs are recognised as cognitive domain which are direct method of assessment. The well-established Bloom's taxonomy is commonly used to measure the different cognitive level that students obtain in engineering topics (Dymond, 2019). Thus, for this course, Bloom's taxonomy level 1-2 (knowledge), level 3-4 (application) and level 5-6 (synthesis) at proportion 3:6:1 were employed in the setting of test and final exam questions.…”

Section: Literature Reviewmentioning

confidence: 99%

Forensic Investigation on The High Failure Rate of Civil Engineering Solid Mechanics Course

Lee

Jamal

Hasbullah

et al. 2021

AJUE

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The attainment of program outcomes for Solid Mechanic course offered to the Diploma in Civil Engineering students is evaluated. It was found that most of the students were incapable to demonstrate graduate attributes which applying knowledge of mathematics, natural science and engineering fundamentals and the ability to analyse engineering problems. Therefore, this study investigates the impact of physics and maths scores on the students’ performance of solid mechanics. Analysis of the previous results in physics and maths shows that there is a clear link between students’ fundamentals knowledge and the understanding of solid mechanics. Meanwhile, this study also aims to find out the root causes that led to the high failure rate of solid mechanics. A quantitative method was employed and a total of 180 students responded to the survey. Results of survey indicate that most of the students perceived that they had limited time to gain deep understanding of the course and they could not visualise the complex problems in solid mechanics. Majority of the students admitted that they did not manage to solve all questions during their final exam, and they were indeed not well prepared for it. Hence, the problem of high failure rate is feasible to be solved provided both lecturers and students making efforts in striving the success of this course. Keywords: Solid mechanics, Program outcomes, Failure rate, Problem solving, Applying knowledge

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Section: Literature Reviewmentioning

confidence: 99%

Forensic Investigation on The High Failure Rate of Civil Engineering Solid Mechanics Course

Lee

Jamal

Hasbullah

et al. 2021

AJUE

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Evaluation of Training on Infrastructure Maintenance in Improving Technical Capabilities —Focus on Inspection of Road Bridges—

Miyahara¹,

Tsutsumi²

2023

Japanese Journal of JSCE

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Desempeño en exámenes en cursos de Ingeniería de Carreteras a través de la Taxonomía de Bloom

García-Ramírez

2024

epsir

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Introducción: Garantizar que los ingenieros civiles posean sólidas habilidades técnicas es vital, especialmente en ingeniería vial. Sin embargo, existe una brecha entre el conocimiento teórico y la aplicación práctica, lo que ha llevado a investigaciones para perfeccionar enfoques instructivos. Los exámenes desempeñan un papel clave en la evaluación de habilidades, siendo la taxonomía de Bloom un método utilizado para la evaluación. Metodología: Este estudio analizó exámenes de diseño geométrico y operación vial en la UTPL, Ecuador, abarcando dos semestres. Se seleccionaron al azar catorce exámenes de 2020 a 2022 y se categorizaron retrospectivamente utilizando niveles y verbos de la taxonomía de Bloom. Resultados: Los niveles de Bloom más bajos generalmente arrojaron calificaciones más altas, con algunas sutilezas observadas. Se señaló una asociación entre el rango de nivel de Bloom y los niveles. De 80 preguntas, 13 (16,25%) alcanzaron el umbral para habilidades de pensamiento de orden superior. Discusión: El estudio resalta la importancia de diseñar preguntas de examen para evaluar habilidades de pensamiento de orden superior, abordando desafíos dentro de los límites del examen. El análisis de resultados a través de la Taxonomía de Bloom ofrece información sobre el aprendizaje del estudiante, enfatizando la integración del conocimiento teórico y la aplicación práctica. Conclusiones: Alinear las preguntas de examen con las habilidades cognitivas requeridas es crucial, lo que sugiere mejoras en los enfoques instructivos. Al aprovechar la Taxonomía de Bloom, los educadores pueden mejorar la efectividad de la enseñanza. La investigación futura debería refinar los métodos de evaluación de exámenes y promover la integración teórico-práctica en la educación en ingeniería civil.

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Comparing Exam Performance in a Reinforced Concrete Design Course with Bloom’s Taxonomy Levels

Cited by 3 publications

References 18 publications

Forensic Investigation on The High Failure Rate of Civil Engineering Solid Mechanics Course

Forensic Investigation on The High Failure Rate of Civil Engineering Solid Mechanics Course

Evaluation of Training on Infrastructure Maintenance in Improving Technical Capabilities —Focus on Inspection of Road Bridges—

Desempeño en exámenes en cursos de Ingeniería de Carreteras a través de la Taxonomía de Bloom

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