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Student's problem-based laboratory performance with different assessment approach

机译：学生基于问题的实验室绩效，采用不同的评估方法

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摘要

Faculty of Electrical Engineering (FKE), Universiti Teknologi Malaysia (UTM) has implemented problem based laboratory course (PBLab) for final year students since year 2007. Unlike students from other programs in FKE that start their PBLab in the fourth year (final year), students of Bachelor of Engineering (Electrical-Medical Electronics) program start their PBLab one semester earlier, i.e. in their third year of study and have to sit for another PBLab course in their final year. Since the implementation of PBLab for third year students, 2 set of rubrics were used. Set A was based on forth year PBLab that address different program outcomes (PO) than third year one. Meanwhile, to better reflect POs for the third year PBLab, set B was deviced to replace set A and was used since 2009. Since the transformation from rubric set A to set B, no study has been conducted on its effect on student performance. Therefore, this study focuses on student performance with different assessment rubrics and methods. Based from our findings, it is clear that rubrics used in set B together with the use of quantitative assessment reflect students' performance better and hence the decision to replace older version of rubrics (set A) was justified.
机译：马来西亚Teknologi大学（UTM）的电机工程学院（FKE）自2007年以来已为最后一年的学生实施了基于问题的实验室课程（PBLab）。与FKE其他课程的学生不同，他们在第四年（最后一年）开始了PBLab ，工程学士学位课程（电气-医疗电子）的学生较早在一个学期（即他们的第三年学习）开始PBLab，并且在最后一年必须参加另一门PBLab课程。自从针对第三年级学生实施PBLab以来，使用了2套规则。集合A基于第四年的PBLab，与第三年的第一年相比，解决了不同的计划结果（PO）。同时，为了更好地反映PBLab第三年的PO，从2009年开始使用B组代替B组，并开始使用。自从A组向B组转换以来，尚未进行任何研究对学生成绩的影响。因此，本研究着重于采用不同评估原则和方法的学生表现。根据我们的发现，很明显，在B组中使用的专栏词与定量评估相结合能更好地反映学生的表现，因此，决定更换较旧版本的专论（A组）是合理的。

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