Abstract
Multiple-choice questions have been introduced in the Manufacturing Processes 233 unit at Curtin University recently to assess students’ learning in this core subject. The questions were set based on the learning outcomes proposed in the unit outline. There are three learning outcomes of this unit. This paper investigates students’ learning capability and approach of answering questions based on the learning outcomes. The analysis was performed by interpreting the students’ answers in the midterm and final examinations. It was found that students’ overall learning in this unit was reasonably good. However, students performed better in the area where knowledge can be applied directly to the workplace. On the other hand, students are marginally weaker in understanding theoretical and analytical facts of the subject matter.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Trigwell KR (ed) (1992) Information for UTS staff on assessment. University of Technology, Sydney: UTS Working Party on Assessment. http://www.iml.uts.edu.au/assessment/types/mcq/
Velan GM, Jones P, McNeil HP, Kumar RK (2008) Integrated online formative assessments in the biomedical sciences for medical students: benefits for learning. BMC Med Educ 8(1):52
Dalziel J, Gazzard S (2012) The future of multiple choice questions in learning: formative assessment, interactive teaching modules and student-created questions within WebMCQ. In: Proceedings of the Australian conference on science and mathematics education (formerly UniServe Science Conference)
Coate LE (1990) TQM on campus: implementing total quality management in a university setting. Bus Officer 24(5):26–35
Cope R, Sherr L (1991) Total quality management for organizations: concepts and tools, a handbook for tertiary education, technical and further education. National Centre for Research and Development Ltd, Leabrook
Cornesky R, McCool S, Byrnes L, Weber R (1991) Implementing total quality management in higher education. Magna Publications, Madison
Goodlad S (1995) The quest for quality – sixteen forms of heresy in higher education. SRHE and Open University Press, Buckingham
Cheng YC, Tam WM (1997) Multi-models of quality in education. Qual Assur Educ 5(1):22–31
Pounder J (1999) Institutional performance in higher education: is quality a relevant concept. Qual Assur Educ 7(3):14–22
Vroeijenstijn T (1992) External quality assessment, servant of two masters?, the netherlands university perspective. Falmer Press, London
Sahney S, Banwet DK, Karunes S (2004) Conceptualizing total quality management in higher education. TQM Mag 16(2):145–159
Jonassen D, Strobel J, Lee CB (2006) Everyday problem solving in engineering: Lessons for engineering educators. J Eng Educ 95(2):139–151
Jonassen DH (1997) Instructional design model for well structured and ill-structured problem-solving learning outcomes. Educ Technol: Res Dev 45 (1):65–95
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2015 Springer International Publishing Switzerland
About this chapter
Cite this chapter
Pramanik, A., Islam, M.N. (2015). Quantifying Quality of Learning During Teaching an Undergraduate Unit: Manufacturing Processes. In: Davim, J.P. (eds) Modern Manufacturing Engineering. Materials Forming, Machining and Tribology. Springer, Cham. https://doi.org/10.1007/978-3-319-20152-8_10
Download citation
DOI: https://doi.org/10.1007/978-3-319-20152-8_10
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-20151-1
Online ISBN: 978-3-319-20152-8
eBook Packages: EngineeringEngineering (R0)