期刊名称：Proceedings of the Canadian Engineering Education Association
出版年度：2020
页码：1-6
DOI：10.24908/pceea.vi0.14172
出版社：The Canadian Engineering Education Association (CEEA)
摘要：In engineering, problem analysis skill development is an important aspect of student learning. This skill development may be hindered by the use of surface learning approaches to obtain adequate performance on assessments. In this study, two focus groups were used to investigate reactions to memorization and problem analysis questions on engineering exams based on the nature of the course. Students are primarily motivated by grades and adopt a study approach that will allow them to achieve a high grade on a midterm exam based on the context of the course and contributing factors. When students are presented with memorization questions on an exam, they are more concerned with remembering the answer instead of using their knowledge base to solve the problem. When students perceive an exam will assess their problem analysis skills, they identified questions they have already seen before to be an unfair way to assess those skills. These results suggest that students employ different study approaches depending on the nature of the course and associated assessments. Therefore, exams should be designed with intent based on whether the instructor wants to assess their knowledge base or problem analysis skills.
关键词：Problem analysis;Memorization;Student perception;Student study approach;Assessment fairness.
