1. Assessment and Development of Core Skills in Engineering Mathematics
Michael Carr
School of Civil and
Building Services
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2. Introduction
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3. Introduction Problems with core mathematical concepts
Comprehension difficulties in numerous modules
Increasingly diverse student body
Maths Diagnostic Exercise
Maths Learning Centre
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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)
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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
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6. Overview
Piloted as part of maths module in 3rd year Ordinary Degree ( )
“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
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7. Overview Reflective online survey
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
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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
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9. Topics Algebra Fractions Indices Trigonometry Equation of a line Logs
Basic Differentiation
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10. Sample Question
Is 1/2 + 2/3 -4/7 =
25/42
-1/12
12/21
11/42
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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)
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12. Potential Benefits of “Core Maths”
Systematically improve students’ core mathematics skills
Subsequent improvements in retention
Overall performance in
maths & related subjects
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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
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14. Core Maths 2009-2010 Introduced to several classes this year
DT020 (Preliminary Engineering) 290 Points
DT005/1(Building Services Engineering) 150 Points
DT006/1 (Mechanical Engineering ) 315 Points
DT003/2 (Manutronics Automation) 150 Points
DT006/3 (Mechanical Engineering) 305 Points
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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)
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16. Results of Diagnostic Tests
Course Code and Name
Mean
Over 70%
Over 90%
DT025 1st Year Honours
80%
69/87
17/87
DT020 Prelim
48%
8/36
0/36
DT005/1 Building Services
65%
14/29
4/29
DT006/1 Mechanical
61%
30/72
11/72
DT003/2 Manutronics
45%
2/10
0/10
DT006/3 Mechanical
75%
16/23
7/23
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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
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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
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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
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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
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21. Disengaged Students 11 students haven’t yet passed
Many of these seem to have given up
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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
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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.
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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
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25. Pass Mark Supported the high pass mark
Significant number felt that the pass mark of 70% was too low.
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26. Other Positive aspects
Multiple opportunities
Relevance of Material
Notes
Special Tutorials
Confidence
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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
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28. Future Work
Introduce Core Maths exercise to all first year Engineering programmes
Introduce a higher level initiative for 3rd year level 7 students
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29. Questions ?
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