The final grade of the first part is calculated by adding the score obtained for each question, which is then converted to a scale of 1 to 7. To make it attractive for students to develop the second stage, only if the answer to a question is correct, the final score of that question is calculated using Equation (1). Scorestage1+stage_2=0.85·Scoresatage1+0.15· Scorestage 2 (1) Similarly, the final grade is calculated by adding the stage 1 and stage 2 scores of each question, which is then converted to a scale of 1 to 7. If the answer to the question instage 2 is incorrect, the score assigned in stage 1 is maintained. With this strategy, the final grade is usually 0.1 to 0.4 higher than the grade obtained in stage 1. The platform to upload answers is open for the whole length of the assignments, and students are allowed to modify their answers within that time frame, but the system only keeps the last answer provided. After the time limit is reached, the platform stops accepting answers and the instructors can download students’ answers in CSV format, which can be read directly with the developed system. Finally, the assessment system and the reduction in reviewing time associated with it make it possible to increase the number of evaluations during the semester and the realization of a recuperative exam for all students. This type of recuperative exam is usually offered only to students that could not take the exam for medical reasons, but the usage of the system allows it to be offered to all students, as increasing the number of students taking the exam does not translate into additional reviewing time.
Electronics2022,11, 9179 of 14 4.2. Soil Mechanics The system is also used in Soil Mechanics courses in the same programs discussed above. The objective of these courses is for the students to learn the basics of saturated soil mechanics. The learning outcomes of both courses are eminently applied and designed to help the students understand the behavior of soils. The knowledge gained in these courses can be applied directly in professional practice and is the basis of subsequent courses on geotechnical works and foundations. In Civil Engineering, only the Soil Mechanics course belongs to the minimal curriculum in this area, and it is delivered in the seventh semester. On the other hand, in Geological Engineering, two courses related to the area are mandatory and are offered in the fifth (Soil Mechanics) and seventh (Geotechnics) semesters. As previously described for the Strength of Materials and Solid Mechanics courses, the high number of students enrolled in the courses required an intensive use of time to review and grade evaluations and assignments, and thus, the number of student evaluations was limited. The methodology described in this work was first introduced in the courses for the last test of the second semester of 2019, when the teaching mode in the university changed to an online modality. This first implementation was considered successful, and all evaluations have used the methodology since the first semester of 2020. The system has allowed the assessment strategy to be redesigned. In this case, the number of term exams has been raised from two to four. Additionally, prior to each exam, an assignment is sent to the students to help them prepare for the exam. These assignments are implemented as a formative evaluation, and thus, their main objective is not to provide instructors with
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