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The gamification of education
Published in Ataur Rahman, Vojislav Ilic, Blended Learning in Engineering Education, 2018
In this introductory engineering physics course, students were presented with a course that was delivered using structural gamification. Students interacted with the course in a way that was much like a game. They progressed through the course by attempting learning activities and earned points for different activities. Each level in the course must be completed before the student can progress to the next level, thus ensuring a minimum level of competency was achieved. With clearly defined rules for progression and rewards, students navigated through the course to earn as many points as they could. The more activities that they did, the more points they earned. Difficult challenges earned higher points. These points were converted into marks and then subsequently a grade. The clear progression rules enabled students to better manage their progress, thus setting the expectation of self-regulated learning.
Certification
Published in G.D. Lees, W.G. Williamson, Handbook for Marine Radio Communication, 2015
The examination consists of the following three elements: A SOLAS paper consisting of five questions, which may be written or oral. The pass mark is 12/20 or 60%. Duration is left to the examiner's discretion.A Radio Regulations paper consisting of ten multiple choice questions, which may be written or oral. The pass mark is 6/10 or 60%. Duration is left to examiner's discretion.Operational Performance Test on Inmarsat C equipment. The pass mark is 10/14 or 70%. Duration is typically 15 minutes per candidate.
National Education Policy-2020
Published in Manpreet Singh Manna, Balamurugan Balusamy, Kiran Sood, Naveen Chilamkurti, Ignisha Rajathi George, Edutech Enabled Teaching, 2023
It is an established fact that the present system of teacher education is deeply problematic with all possible forms of malpractices prevalent in it. It is more of a business, than a concern for the nation; middlemen thrive in it. Presently, TEIs are allowed to have an annual intake of 100 students for a two-year B.Ed. program. There are many universities which are not even following proper norms related to admission in teacher education courses. Mostly the admissions are based on merit, i.e., by taking into account the marks secured in graduation level; few universities are still conducting entrance tests for the same. But the majority of the TEIs are not adhering to basic norms of admissions.
How well do vocational qualifications help prepare technician engineering students for undergraduate study?
Published in European Journal of Engineering Education, 2020
Final module marks at university were often formed by a combination of coursework and examinations. For students Conrad (HD, Pre-92), Vernon (HC, Pre-92), Sammy (N, Post-92), Howard (HC, Post-92) and Harry (HD, Post-92), the final mark was 70% exam weighted. Students Billy (N, Pre-92) and Sherman (N, Pre-92) experienced variations on this with a breakdown of 20% coursework, 40% module progress (short) tests after five/six weeks of study and 40% end-exams. Joel (N, Post-92) suggested a 50:50 split, William (HC, Pre-92) a 20:80 split exam weighted, whilst Stanley (HD, Pre-92), Henry (N, Pre-92) and Fraser (N, Pre-92) suggested 90–100% weighting towards end-exams. Typically, an exam pass mark was 40%. The main point is that all students were exposed to traditional, end-of-term/year examinations, which was a significant departure from their vocational assessment experiences and as Joel (N, Post-92) stated … it’s a shock to the system. Indeed, Fraser found his transition year the most difficult due to this emphasis on end-exams: [Fraser, (N, Pre-92)] But just exams situations in general, it was like, my first year was the hardest year I was at university. Even though it was like the basic principles, just because the assessment system is quite different [to College].
Using voluntary laboratory simulations as preparatory tasks to improve conceptual knowledge and engagement
Published in European Journal of Engineering Education, 2022
For both the 2019–2020 and 2020–2021 cohorts, lab reports were marked using a pro-forma spreadsheet. The overall mark comprises a ‘Content’ mark out of 5.0, together with marks corresponding to lettered grades (A-E) in six categories: title and abstract, introduction and conclusions, theory and method, results and discussion, presentation and technical writing, and effort. The Content mark reflects the student’s overall understanding; the graded letters allow the students to receive feedback on other specific aspects of their work.
Student learning behaviours around assessments
Published in Australasian Journal of Engineering Education, 2019
Teresa Hattingh, Laura Dison, Laurie Woollacott
In most courses, assignments (or projects), tests and exams are used to provide summative assessment of student performance. An overview of typical assessment types is included in Table 1. A passing mark for any course is a minimum of 50%. Courses usually have a maximum of one assignment, one test and one exam.