Abstract:

Computers and electronic technology today offer many ways to enrich educational assessment both inside and outside the classroom. A combination of methodologies and technologies facilitates the increased use of student centred learning, in which students can learn at their own pace, improve time- on- task and enables the use of a variety of learning resources. Less common in engineering, and also more problematic, is the use of e-assessment, both as a method of evaluating student progress towards learning outcomes, or as a learning tool. Assessments can be generally classed as formative, where students receive feedback from assessments, or summative, traditionally in the form of written examinations. E-assessment is a generic term used to describe the use of technology in the assessment process. This paper describes how e-assessment has been introduced into a second level subject Thermo-flow II (TF) during the first year of Mechanical Engineering students at a University of Technology in South Africa. A survey was conducted with these students, where a combination of e-assessments and paper-based assessments were used during the period of two semesters. Data was collected on affective, validity, practicality, reliability, security and teaching and learning factors related to e-assessment. The authors analysed and reflected on responses from students and adjusted the practice of e-assessment, in order to assess the quality of learning. The results of this pilot project show an increase in the students’ experiences and expectations with e-assessment as well as an indication that this might increase pass rates. This valuable information will therefore in future be used to research if a true correlation between a pleasant e-learning experience and pass rate exists.

Keywords:

E-assessment strategies, computer based mechanical engineering, e-assessment experience and expectation, time on task.