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首页> 外文期刊>International Journal of Mechanical Engineering Education >Delivery and assessment strategies to improve on- and off-campus student performance in structural mechanics
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Delivery and assessment strategies to improve on- and off-campus student performance in structural mechanics

机译：提供和评估策略，以提高校内和校外学生在结构力学方面的表现

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摘要

This paper considers the delivery and assessment strategies used in two structural mechanics units at Deakin University, a leader in distance education in Australia. The two units have had unacceptably high rates of student failure. Student perceptions of the delivery method were analysed and an investigation was carried out of the performance of 329(173 on- and 156 off-campus) students enrolled in the two units. An analysis of the assignment, laboratory and examination marks is presented. Consideration is also given to the total marks. The results show that on-campus students performed better in structural mechanics than their off-campus counterparts. Plots of the distributions of student performance for the three assessment methods are provided (for each unit) and high failure rates are linked to low examination marks. Students tended to perform best in assignments and worst in examinations. Parametric statistical tests show a correlation between the marks obtained in continuous assessment and in examinations, and it is therefore proposed that, in order to improve performance, the students must be encouraged to participate fully in all aspects of the course. Many students were unenthusiastic about laboratory practical sessions and did not think they aided their understanding of the theoretical material. Motivation to participate is often dependent on the perceived relevance of a given task and its contribution to the total mark and, thus, to help motivate students to participate fully in the continuous assessment tasks, the authors propose several changes to the delivery methods, as well as to assessment criteria and marking schemes.
机译：本文考虑了澳大利亚远程教育的领导者迪肯大学两个结构力学部门所采用的交付和评估策略。这两个单元的学生失败率很高。分析了学生对交付方式的看法，并对这两个单元中的329名（173名在校和156名在校外）学生的表现进行了调查。介绍了作业，实验室和检查标记的分析。还考虑了总分。结果表明，在校学生在结构力学方面的表现优于在校学生。 （针对每个单元）提供了三种评估方法的学生成绩分布图，高失败率与低考试分数相关。学生往往在作业中表现最好，在考试中表现最差。参数统计测试表明，在连续评估和考试中获得的成绩之间存在相关性，因此建议为了提高成绩，必须鼓励学生充分参与课程的所有方面。许多学生对实验室实践课不热心，认为他们没有帮助他们理解理论材料。参与的动机通常取决于给定任务的感知相关性及其对总成绩的贡献，因此，为了帮助激发学生充分参与连续评估任务，作者还提出了对交付方法的一些更改关于评估标准和评分方案。

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