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Assessment and Development of Core Skills in Engineering Mathematics

Assessment and Development of Core Skills in Engineering Mathematics. Michael Carr School of Civil and Building Services. Introduction. Introduction. Problems with core mathematical concepts Comprehension difficulties in numerous modules Increasingly diverse student body

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Assessment and Development of Core Skills in Engineering Mathematics

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  1. Assessment and Development of Core Skills in Engineering Mathematics Michael Carr School of Civil and Building Services

  2. Introduction

  3. Introduction • Problems with core mathematical concepts • Comprehension difficulties in numerous modules • Increasingly diverse student body • Maths Diagnostic Exercise • Maths Learning Centre

  4. Introduction  Develop a Core Skills Assessment in maths Multiple-choice quiz on WebCT, based on randomised question bank Basic material Pass mark was 90%( for 3rd years) Pass mark 70%( for 1st years)

  5. Introduction • Similar to IT Tallaght initiative • Students re-sit assessment as frequently as required until they pass • Ideally, pass would be compulsory for progression

  6. Overview Piloted as part of maths module in 3rd year Ordinary Degree (2008-2009) “Core Maths” worth 10 % of module Students take Maths Diagnostic Exercise Score 90% → 9/10 marks Score ≤89% → No marks and retake exercise at a later date

  7. Overview • Sit test on monthly basis until passed • 1st attempt • WebCT page with resources on each question/ Maths Learning Centre • 2nd and subsequent attempts • Classes on problem topics • Reflective online survey

  8. Maths Diagnostic Exercise(2006) Mean mark obtained by 1st year engineering students was 55% Mean dropped as low as 29% in some programmes Large spread within programmes Many students scoring significantly lower than mean mark

  9. Topics • Algebra • Fractions • Indices • Trigonometry • Equation of a line • Logs • Basic Differentiation

  10. Sample Question Is 1/2 + 2/3 -4/7 = • 25/42 • -1/12 • 12/21 • 11/42

  11. Retention Research conducted by DIT Retention Office showed that Leaving Cert maths grade is key determinant in student’s progression through engineering programmes (Russell, 2005)

  12. Potential Benefits of “Core Maths” Systematically improve students’ core mathematics skills Subsequent improvements in retention Overall performance in maths & related subjects

  13. Results of Pilot(2008-2009)3rd year Mechanical Engineering • Eventually 30/34 students achieved 90% or higher • Pilot group were very positive about the exercise • Decided to extend the pilot to 4 other groups

  14. Core Maths 2009-2010 • Introduced to several classes this year • DT020 (Preliminary Engineering) 290 Points • DT005/1(Building Services Engineering) 150Points • DT006/1 (Mechanical Engineering ) 315 Points • DT003/2 (Manutronics Automation) 150 Points • DT006/3 (Mechanical Engineering) 305 Points

  15. Core Maths 2010 • Tested DT025(First year Engineering-Level 8) 310 Points • Tested 47 Fourth year Honours degree students • Extended number of questions in Core Maths Exercise. (Now 5 mirrors of each question)

  16. Results of Diagnostic Tests

  17. 4th Year Honours Degree Students Tested 48 4th year Honours students More than 90%: 24 students More than 70%: 41 students Less than 70%: 7 students

  18. Honours Students with Ordinary Degree backgrounds • 23 of these had Ordinary Degree background • More than 90%: 10 students • More than 70%: 16 students • Less than 70%: 7 students • Less than 50%: 3 students

  19. Case Study DT020(36 Students) First Attempt: Mean 48% • More than 90%: 1 student • More than 70%: 7 students • Less than 70%: 29 students Christmas 2009: Mean 65% • More than 90%: 6 students • More than 70%: 20 students • Less than 70%: 16 students

  20. Case Study DT020(29 Students) 22nd March 2010: Mean 73% • More than 90%: 7 students • More than 70%: 18 students • Less than 70%: 11 students

  21. Disengaged Students • 11 students haven’t yet passed • Many of these seem to have given up

  22. Focus Group • Three different groups have been identified: • 4th year students : from level 7 • 3rd year Level 7 :returning to education. • One group of level 7 1st year engineering students

  23. Focus Group • Qualitative questions regarding perceptions and opinions of the maths diagnostic test and the way in which it was implemented within their modules. • Carried out by a researcher who did not teach any of the students and was not known to the students.

  24. Positive Aspects • Students were able to describe the positive effects the diagnostic test had on the development of their mathematic abilities • The students were clearly aware of the formative nature and purpose of the diagnostic test

  25. Pass Mark • Supported the high pass mark • Significant number felt that the pass mark of 70% was too low.

  26. Other Positive aspects • Multiple opportunities • Relevance of Material • Notes • Special Tutorials • Confidence

  27. Development Aspects • More specific feedback • Area specific practice tests • More advanced test for later years • Clearer communication of the purpose of the test • Greater links between maths module and other modules

  28. Future Work • Introduce Core Maths exercise to all first year Engineering programmes • Introduce a higher level initiative for 3rd year level 7 students

  29. Questions ?

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