Threshold tests as a way to encourage long-term, self-regulated learners in engineering

Solina, D; Wong, C; Crawford, K; Huber, E

Threshold tests as a way to encourage long-term, self-regulated learners in engineering

Solina, D

Wong, C

Crawford, K Huber, E

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Publisher:: Universitat Politecnica de Valencia
Publication Type:: Conference Proceeding
Citation:: International Conference on Higher Education Advances, 2023, pp. 793-800
Issue Date:: 2023-01-01

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Field	Value	Language
dc.contributor.author	Solina, D https://orcid.org/0000-0003-1810-0096
dc.contributor.author	Wong, C https://orcid.org/0000-0002-1781-8437
dc.contributor.author	Crawford, K
dc.contributor.author	Huber, E
dc.date	2023-06-19
dc.date.accessioned	2024-03-25T07:35:58Z
dc.date.available	2024-03-25T07:35:58Z
dc.date.issued	2023-01-01
dc.identifier.citation	International Conference on Higher Education Advances, 2023, pp. 793-800
dc.identifier.isbn	9788413960852
dc.identifier.issn	2603-5871
dc.identifier.uri	http://hdl.handle.net/10453/177117
dc.description.abstract	Traditionally, educators evaluate the effectiveness of a new assessment in a pre-requisite early subject via pass rates, grades and student satisfaction. It may be more appropriate to measure the impact on student results in later stage subjects. In this work we report on the impact of changing assessment, over 10 years, at a metropolitan Australian university for an initial calculus subject (Mathematics 1) on two follow-on subjects: Mathematics 2 and Fundamentals of Mechanical Engineering. Earlier research found that Online Mastery Tests can harm later learning outcomes even though failure rates drop within the pre-requisite subject. Here we show that Paper Threshold Tests, requiring greater engagement, metacognitive strategies result in fewer passes in the pre-requisite subject however, they were also resulting in a major inversion of the grade distribution toward higher grades in the follow on subjects where 60% of students now obtain marks > 75%.
dc.language	en
dc.publisher	Universitat Politecnica de Valencia
dc.relation.ispartof	International Conference on Higher Education Advances
dc.relation.ispartof	9th International Conference on Higher Education Advances (HEAd'23)
dc.relation.isbasedon	10.4995/HEAd23.2023.16186
dc.rights	info:eu-repo/semantics/openAccess
dc.title	Threshold tests as a way to encourage long-term, self-regulated learners in engineering
dc.type	Conference Proceeding
pubs.organisational-group	University of Technology Sydney
pubs.organisational-group	University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	University of Technology Sydney/Faculty of Science
pubs.organisational-group	University of Technology Sydney/Faculty of Science/School of Mathematical and Physical Sciences
utslib.copyright.status	open_access	*
dc.date.updated	2024-03-25T07:35:57Z
pubs.finish-date	2023-06-22
pubs.publication-status	Published
pubs.start-date	2023-06-19

Abstract:

Traditionally, educators evaluate the effectiveness of a new assessment in a pre-requisite early subject via pass rates, grades and student satisfaction. It may be more appropriate to measure the impact on student results in later stage subjects. In this work we report on the impact of changing assessment, over 10 years, at a metropolitan Australian university for an initial calculus subject (Mathematics 1) on two follow-on subjects: Mathematics 2 and Fundamentals of Mechanical Engineering. Earlier research found that Online Mastery Tests can harm later learning outcomes even though failure rates drop within the pre-requisite subject. Here we show that Paper Threshold Tests, requiring greater engagement, metacognitive strategies result in fewer passes in the pre-requisite subject however, they were also resulting in a major inversion of the grade distribution toward higher grades in the follow on subjects where 60% of students now obtain marks > 75%.

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http://hdl.handle.net/10453/177117