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Descripción
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| There are a variety of aspects that influence student motivation: the need for good marks, self-esteem, increasing knowledge and ability, obtaining short, medium and long-term objectives, applying knowledge in a real way, feeling that they are studying what they want, teacher attention and help, etc. These aspects can enhance or weaken student motivation depending on their use. Polls indicate that marks are the most important motivator for our engineering students. This goal impedes and hinders other objectives, like learning. We have developed a new study in a Telecommunication Engineering final course assessment. Before this, the evaluation method was based on a final exam (80%), class work (10%), and a presentation (10%). According to polls, students consider their effort to be too great for the results obtained, and they prefer optional lessons that increase their main marks. Now, we use an evaluation method where the students start with a 9 out of 10 and the evaluation of the remaining 10% is based on the presentation. This method allows for the promotion of other objectives without influencing their percentile marks. We analyze how this evaluation method affects student motivation in comparison with the traditional evaluation method and how it affects student performance. | |
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Internacional
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Si |
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DOI
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Edición del Libro
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1 |
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Editorial del Libro
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iNEER, USA |
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ISBN
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978-0-9818868-2-4 |
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Serie
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Título del Libro
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Innovations 2011 |
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Desde página
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32 |
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Hasta página
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45 |