ijier logo

Structured Assessment on Learning Progress

Authors
DOI:
https://doi.org/10.31686/ijier.vol9.iss5.3097
Keywords:
Array, Array, Array, Array
Abstract

This paper presented a novel technique and practice of the assessment of learning progress of university students in an engineering discipline. Instead of measuring the effectiveness of accumulation of specific knowledge, the newly developed assessment technique evaluates the development of the intelligence of the students. The key components of the proposed technique are a performance-based method for the estimation of the intelligence level and a cognitive mental faculty-oriented decomposition method to determine the intelligence contribution factors for learning subjects and exam questions. The proposed technique was applied to assess the learning progress of a group of university students in the field of automation, and the results from test agreed with the expectation well.

Author Biographies
  1. Shan Fu, Shanghai Jiao Tong University

    Professor, Department of Automation

  2. Qiong Sun, Shanghai Jiao Tong University

    Department of Automation

References

Louangrath, P. I. (2019). “The Mind and Mental Faculties;” part 1 of 2 parts. Inter. J. Res. Methodol. Soc. Sci., Vol., 5, No. 1: pp. 17-51. (Jan.–Mar.2019); ISSN: 2415-0371. DOI: 10.5281/zenodo.2667515

Abe, Jo Ann A. (2016). “A longitudinal follow-up study of happiness and meaning-making.” The Journal of Positive Psychology. 11 (5): 489–498. DOI:10.1080/17439760.2015.1117129 DOI: https://doi.org/10.1080/17439760.2015.1117129

Başar, Erol (2010). Brain body mind oscillations in scope of uncertainty principle. New York: Springer. p. 5. ISBN 978-1441961365.

Brienza, J.P.; Kung, F.Y.H.; Santos, H.; Bobocel, D.R.; Grossmann, I. (2017). “Wisdom, Bias, and Balance: Toward a Process-Sensitive Measurement of Wisdom-Related Cognition.: Journal of Personality and Social Psychology. 115(6): 1093–1126. DOI:10.1037/pspp0000171. PMID 28933874. DOI: https://doi.org/10.1037/pspp0000171

Brown, S. C.; Greene, J. A. (2006). “The Wisdom Development Scale: Translating the conceptual to the concrete.” Journal of College Student Development. 47: 1–19. DOI:10.1353/csd.2006.0002. DOI: https://doi.org/10.1353/csd.2006.0002

Riel A V, Horvath C. Conceptualizing intuition as a mental faculty: Toward a 'critique of intuitive reason' and a process model of intuition[M]// Handbook of Research Methods on Intuition. 2014.

Downloads
Published
2021-05-01
Issue
Vol. 9 No. 5 (2021): International Journal for Innovation Education and Research
Section
Journal Articles
License

Copyright (c) 2021 Shan Fu, Qiong Sun

Creative Commons License

This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.

Copyrights for articles published in IJIER journals are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author for more visit Copyright & License.

How to Cite

Fu, S., & Sun, Q. . (2021). Structured Assessment on Learning Progress. International Journal for Innovation Education and Research, 9(5), 335-341. https://doi.org/10.31686/ijier.vol9.iss5.3097