AN INQUIRY INTO IRANIAN ENGINEERING STUDENTS LIFE EXPERIENCES OF THE EVALUATION OF EDUCATIONAL PROGRESS

Seiied Abdollah Hojjati, Mohammad Hossein Yarmohammadian, Narges Keshtiaray

Abstract


 

The present study is a phenomenological inquiry into the life experiences of Iranian engineering students on the educational progress of evaluation at university. For the purpose of the data collection, twelve engineering students, electronic, mechanics, industrial, aerospace, etc. were interviewed by the lead author. The participants volunteered for the study and each interview lasted approximately 35 minutes. The adapted design was flexibility and purposeful sampling. Qualitative data collection was employed for the present study. Data were analysed through inductive analysis and creative synthesis (Glaser's seven steps). The findings revealed important patterns and themes behind evaluation. The participants had the life experiences of evaluation as being unfair, not fully based on the classroom syllabus, and call for raising professors' awareness on evaluation. They advocated a synthesis of a theoretical and practical evaluation. The participants also supported formative evaluation during a semester. The present study has a number of pedagogical implications for teacher education, teachers, testing professionals, among others. 


Keywords


educational progress of evaluation; engineering students; life experiences

Full Text:

PDF

References


Amini, N.S. (2000). Faculty evaluation process by faculty academic members. In Proceedings of the Fourth National Conference on Medical Education. Tehran, Iran: Tehran University of Medical

Anderman, E.M., C.C. Austin, & Johnson, D.M. (2002). The development of goal orientation. In Wigfield, A. & Eccles, J.S. (Eds.). The Development of Achievement Motivation (pp.197-220). NY, USA: New York Academy Press. https://doi.org/10.1016/b978-012750053-9/50010-3

Aronson, L, Niehaus, B, Hill-Sakurai L., Lai C, & O'Sullivan, PS. (2012.). A comparison of two methods of teaching reflective ability in Year 3. Medical students. Medical Education, 46(8),807-814. https://doi.org/10.1111/j.1365-2923.2012.04299.x

Best, J & Kahn, J. (2006). Research in Education. Pearson Education Inc.

Black, P., Harrison, C., Lee, C., Marshall, B., &Wiliam, D. (2003). Assessment for Learning: Putting it into practice.Berkshire, England: Open University Press.

Blank, R. (1993). Developing a System of Education Indicators: Selecting, Implementing, and Reporting Indicators. Educational Evaluation and Policy Analysis, 15 (1, Spring), 65- 80. https://doi.org/10.3102/01623737015001065

Clark, R. C. & Mayer, R. E. (2003). E-Learning and the science of instruction: Proven guidelines for customers and designers of multimedia learning. San Francisco, CA: Pfeiffer.

Dym, C.L. (2004). Design, systems, and engineering education. International Journal of Engineering Education, 20(3), 305-312.

Filsecker, M. & Kerres, M. (2012). Repositioning formative assessment from an educational assessment perspective: a response to Dunn &Mulvenon (2009). Practical Assessment, Research & Evaluation, 17(16), 2-9.

Hein, P. & Maddox, N.( 2009). Student perceptions of the faculty course evaluation process: An exploratory study of gender and class differences. Research in Higher Education Journal, 3(16), 121-130.

Hofer, B. (2002). Personal epistemology as a psychological and educational construct: An introduction. In B. Hofer & P. Pintrich (Eds.). Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 3-14). New York, NY: Routledge.

House, E. R. (2015). Evaluating: Values, biases, and practical wisdom. Charlotte, NC: Information Age.

Glaser, B.G. (1978). Theoretical sensitivity: Advances in the methodology of grounded theory. Mill Valley, CA: Sociology Press.

Kiran Banga, Ch. (2010). Higher education and curriculum innovation for sustainable development in India. International Journal of Sustainability in Higher Education, 11(2), 141-152. https://doi.org/10.1108/14676371011031865

Klein, J. ( 2014). Assessing university students` achievements by means of standard score (Z score) and its effect on the learning

climate. Journal of Studies in Educational Evaluation, 40, 63-68. https://doi.org/10.1016/j.stueduc.2013.12.002

Komeili, G. & Rezai, G. 2002. Methods of student assessment used by faculty members of basic medical sciences in medical university of Zahedan. Iranian Journal of Medical Education, 1(4) 52-7.

Kushins, J. (2007). Case portraits of innovation in undergraduate studio art foundations curriculum. Doctoral Dissertation, Ohio University.

Larsen, D.P., Butler, A.C. & Roediger, H.L. (2008). Test-enhanced learning in medical education. Medical Education, 42(10), 959-966. https://doi.org/10.1111/j.1365-2923.2008.03124.x

Le, K.N. & Tam, W.Y. (2007). A survey on effective assessment methods to enhance student learning. Global. Journal of Engineering Education, 13(2),13-20. https://doi.org/10.1080/22054952.2007.11464004

Mirzaei, A.R, Kawarizadeh, F, Lohrabian, V, &Yegane, Z. (2015). Evaluation methods of the academic achievement of students. Journal of Education Strategies in Medical Sciences, 8(2), 91-97.

Pattison, S., Cohn, S., &Kollmann, L. (2013). Team-based inquiry: practical guide for using evaluation to improve informal education experiences. Retrieved January 1, 2013 from: http://www.nisenet.org/catalog/tools_guides/team-based_inquiry_guide.

Sirotova, M. (2015). Causal attributes of university students and their preferences in the process of evaluation of their learning activity results. Journal of Procedia – Social and Behavioral Sciences, 174, 2361-2367. https://doi.org/10.1016/j.sbspro.2015.01.901

Shepard, L.A. (2000). The role of assessment in a learning culture. Education Researcher, 29(7), 4-14. https://doi.org/10.3102/0013189x029007004

Shakurnia, A. (2011). Faculty attitudes towards student ratings: Do the Student Rating Scores Really Matter? Iranian Journal of Medical Education, 11(2), 84-93.

Stetler, C, Legro, M, & Smith J, et al. (2006). The role of formative evaluation in implementation research and the QUERI experience. J Gen Intern Med, 21, 1-8. https://doi.org/10.1007/s11606-006-0267-9

Terzer, M & Ozrecberoglu, N. (2015). Students` view of the problems faced with the measurement and evaluation system in the primary school mathematics education system. Journal of Procedia – Social and Behavioral Sciences, 186, 856-861. https://doi.org/10.1016/j.sbspro.2015.04.196

West, C & Sadoski, M. (2011). Do study strategies predict academic performance in medical school? Journal of Medical Education, 45(7), 696-703. https://doi.org/10.1111/j.1365-2923.2011.03929.x




DOI: https://doi.org/10.20535/2410-8286.86587

Refbacks

  • There are currently no refbacks.


Copyright (c) 2017 seiied Abdollah Hojjati, Mohammad Hossein Yarmohammadian

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

ISSN 2410-8286 (Online), ISSN 2409-3351 (Print)