1 University of Zilina (SLOVAKIA)
2 Gymnazium Kralovnej pokoja, Zilina (SLOVAKIA)
3 Faculty of Materials Science and Technology in Trnava (SLOVAKIA)
About this paper:
Appears in: EDULEARN10 Proceedings
Publication year: 2010
Pages: 649-660
ISBN: 978-84-613-9386-2
ISSN: 2340-1117
Conference name: 2nd International Conference on Education and New Learning Technologies
Dates: 5-7 July, 2010
Location: Barcelona, Spain
This paper explores how teachers and organisations can use assessments to improve the educational process. The content of this article is designed to explain distinguish between different types and styles of assessments, understands varies assessment tools, and learn how to help of assessment concept building, analyze the results and appreciate the benefits of computerised learning content. The purpose of this paper is to illustrate how teachers and organisations in engineering education at the university level can use assessment to improve educational process and achieve higher level of knowledge as an educational product. Dominantly, we concentrate to the assessment for accreditation of faculties. In this article we use generic assessment to describe project-based learning content based on massive sophisticated technology aid and to instruments concentrated to assess students´ knowledge, skills and abilities. We present in this work two basic elements of assessment – diagnostic and formative. The cornerstone of developing effective educational and certification material is the use of assessments.

The main starting aim is pointed to the main topics: didactics of teaching technological learning content, and captures the trends of project-based strategy and the needs of the active use of technological support for the cognitive operations development of the engineering teaching and learning process target entities. Knowledge as an education product is the driving force behind social and economic development. We indicate in this work how sophisticated technologies based on computerised environment are regarded as the most important means to increase the quality of engineering education as well as other important factors influence how and what students actually learn and practice to their specific tasks preferentially on project solving process. The main stake of assessment is based on ECTS grades and criteria that can effectively be used in the learning process based on projects as a product of students learning activities. The level of assessments stakes refer to the consequences to the individual student due to general criteria, merits and distinctions in the curriculum in the concept of constructivism. Educational research is a topic of interest in the field of technological education in particular, predominantly on the base of synergy of didactical aspects of project-based concept, societal attitudes, and digital content application, as well as on the experiences in the existing learning content, knowledge and know-how available on the educational, professional and public level in technological domains. Our more than 30 years experiences in engineering education assume that project-based educational concept do not happen by themselves. In the experimental part of this work was carried out survey to the use of effective didactics in the engineering education by anonymous questionnaire. The target groups of respondents were post-graduate students of final year of supplementary pedagogical study program and the teachers with many years of teaching experience. We gained valuable knowledge of interested both parties in this research, because we had information from the two entities of the teaching process.
engineering education, learning content management, assessment, didactics.