Analysing errors students make in summative tests: a case study in research-led engineering education

• Autores: L. C. Woollacott, L. van Dyk
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 33, no. 2 (Parte A), 2017, págs. 662-671
• Idioma: inglés
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• Resumen

  • This paper presents an example of engineering educational research as a means of improving the effectiveness of teachingthrough the identification of student challenges and the subsequent creation of educational strategies to mediate gaps andenhancestudent mastery of anengineeringtopic. Itsspecific focusis student assessmenterroranalysis, anunder-researchedfield in engineering education. The context of the study was a cohort of 133 students taking a reactor design module in achemical engineering degree programme. The study demonstrates how insights gained from a stringent data analysis ofstudent test errors combined with teaching reflections can inform pedagogical redesign of a course. It discusses the utility ofthe research methodology used and how it can be deployed as a strategy in research-led engineering education.