Belief and Practices of Assessment 2022

In the semester 20212022-2, I have been assigned to teach SEEU2012/SKEU2012 Electronic course as a service course to non-major students with a Mechanical Engineering background. I found that my students face some difficulties to cope with the topic thought in the class due to their deficiency in theories and fundamentals of Electrical circuits. As a result, it was very challenging for them to implement the basic law, theorems, and methods of analysis of electronic devices such as diodes and Bipolar Junction transistors (BJT) to solve complex problems related to the circuitry. Therefore, I help my students identify their strengths and weaknesses and target areas that need work through the formative assessment.

For this course, there were two formative assessment practices that I applied in the SEEU2012/SKEU2012 Electronic course. As a first step, I use no hands-up strategies to identify where students are in their learning, other than to promote student thinking, elicit evidence of student learning, and point out errors and misconceptions. Using this formative assessment, I asked several questions and then allocate thinking time. Then, calls the student’s name by using randomize dice app on the website. It is crucial that students engage in the lesson. I believe this practice allows me as a lecturer to better meet my student’s learning needs at the moment.

Using Quizziz or Kahoot on top of the eLearning quiz is another formative assessment practice I have used in class. I researched the handouts online and figured out how to do it by trial and error (googled it and figured it out myself). I did it in several courses. Like quizzes in eLearning, I found that Quizziz or Kahoot is easier and more attractive and interactive for the students to engage with.

For the quiz, I have prepared several sets of quizzes with multiple and variety of questions that focus more on the theories and fundamentals of this subject with multiple attempts to improve their performance and understanding. Then, I also implemented it in different platforms and tools such as Quizziz, Kahoot, and eLearning. In the final exam, I could say that the students who were done all the quizzes manage to score flying colors for the CLO1. Among the students, several did not take the quiz with multiple attempts. Students were reminded in class and via WhatsApp group to repeat the attempt of all especially in the eLearning. The reminder does not even matter to them. As a lecturer, I have tried my best to give them the chance and opportunity to improve their knowledge and performance. Hopefully, they can realize their mistakes and purify their intention to come to university.