Self-Regulation and Rubrics Assessment in Structural Engineering Subjects

  1. Sánchez Báez, Miguel Ángel 1
  2. Sáiz Manzanares, María Consuelo 11
  3. Ortega-López, Vanesa 1
  4. Manso Villalaín, Juan M. 1
  1. 1 Universidad de Burgos
    info

    Universidad de Burgos

    Burgos, España

    ROR https://ror.org/049da5t36

Revista:
Education Research International

ISSN: 2090-4002,  2090-4010

Año de publicación: 2015

Volumen: 2015

Páginas: 1-8

Tipo: Artículo

DOI: 10.1155/2015/340521 GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Education Research International

Objetivos de desarrollo sostenible

Resumen

Present-day university systems need to educate graduates who are confident and highly independent, attributes that are especially relevant to engineering. We need to develop active methods that can analyze the prior knowledge of students and that impart teaching based on self-regulation and self-assessment by the student. In this study, we work with a sample of 116 students of architecture following a Structural Engineering subject module (61 in the experimental group and 55 in the control group). The objectives of the investigation are (1) to test whether significant differences exist in the knowledge of students after a training program in self-regulation and (2) to test whether the use of rubrics will improve the perceptions of students with regard to their own knowledge. We found that students trained in self-regulation methodologies improved their procedural knowledge in the field of structural engineering. Likewise, student self-perceptions of their own knowledge increased in relation to the design and expert assessment of structural elements and the graphic representation of constructive elements.

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