Self-Regulation and Rubrics Assessment in Structural Engineering Subjects
- Sánchez Báez, Miguel Ángel 1
- Sáiz Manzanares, María Consuelo 11
- Ortega-López, Vanesa 1
- Manso Villalaín, Juan M. 1
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1
Universidad de Burgos
info
ISSN: 2090-4002, 2090-4010
Any de publicació: 2015
Volum: 2015
Pàgines: 1-8
Tipus: Article
Altres publicacions en: Education Research International
Resum
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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