Teaching-Learning Evaluation

The project, described in the previous item, involved in monitoring of all stages of knowledge building in a continuous and formative assessment process. Thus, the assessment becomes part of the teaching-learning process that allows knowing the result of the didactic actions in order to improve them (McNabola, 2013). A method in five steps, based on Schell et al (2014) and Vasconcelos (2003) has been implemented.

In the first step, an assessment of prior knowledge of the student was carried out. That is, a diagnostic evaluation about the concepts and intended previous skills for the design and/or each of its steps. In this case, objective questions about the concepts, tasks, and exercises relating to the desirable concepts and skills were applied for the purpose of diagnostic. In some phases of the project, the choice was small practical experiments

or perceptions of everyday life to which students should answer certain questions in order to identify their prior knowledge of the subject.

In the second, the aim has passed to be the evaluation of student organization. According Vasconcelos (2003) it is necessary that the teacher guide the student to arrange your own time studies and your search so that they can socialize and participate effectively in the project. For Schell et al (2013) is necessary encourage the students to make the proper connections between the concepts and ideas worked in project execution? At this stage, the assessment tool can show the teacher whether - or not - to review the case. As a practical question, for example, is challenging students to answer a trouble situation where they can go building mind maps that the project and / or activity requires as needed for the transposition of prior knowledge (trivial) for deeper knowledge.

In the third stage, the evaluation focused if student is developing competences that enable to deepen the knowledge. For Schell et al (2013) it is the sophistication of the principles and basic concepts. For example, a dialogue between the student and his colleague, or the formulation of questions related to the project and/or activity that not yet worked or others doubts and problems.

Following, the fourth step is a self-evaluation. At this stage the aim is to awaken in students the need to evaluate what they are doing and how is significant and important for their education. The students might be asked to answer what they have learned and that has not yet achieved. For example, may be asked to answer the question "what more do you want to know about the subject?"

Finally, the fifth and last step, addressed the effectiveness of learning. This refers to the work done by the group in which it is expected that the student is able to transpose the knowledge beyond the concepts learned and validated to everyday practices and challenges. The instrument sought the questioning in a context where it is necessary a pertinent response to the concepts previously defined in the project. It is expected realize the evolution and assimilation of competences in each discipline and interdisciplinary way.

This approach enables the learning of required interaction for teamwork, both among its members how the environment where they live, strengthening skills, the acquisition of technical expertise, the development of attitudes and behaviours that enable them to cope with the environments work on completion of studies (Noordin et al, 2011).

6 Conclusion

Active teaching methodologies have been employed for decades in various parts of the world, and the results have been published. In Brazil, these methods have not been systematically used and there has little about the Brazilian experience in the literature.

Despite the importance of PBL in engineering education, when considering the amount of engineering courses in Brazil, it appears that the number of studies involving this methodology is virtually meaningless, because these initiatives are very recent and limited to specific disciplines within the engineering course lasting at least five years (Campos et al. 2011)

The re-engineering of programs, even if made easier by starting from scratch, is an ambitious project and UNISAL seeks to be in the forefront of this educational process, working in a structured and evolutionary way, covering programs in many disciplines. The application of any active method for the first time requires a coherent planning of activities in order to prepare both the materials and the means that will be used in the teaching process, but, above all, guide the teacher in the dynamics of learning.

Litzinger et al. (2011) that summarises instructional practice for successful development of expertise in engineering education presents the following argument in the conclusion: “We believe that the use of a systematic curriculum design process can assist in overcoming such barriers and greatly increase the chances of successful curriculum-level integration of effective learning experiences”.

7 References

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Felder, R.M., Brent, R. (2003). Designing and Teaching Courses do Satisfy the ABET Engineering Criteria, Journal of Engineering Education, 92(1), pag. 7-25.

Fernandes, S.; Flores, M. A.; Lima, R. M. (2009). Engineering students´ perceptions about assessment in project-led education. In: DOMINGUEZ; Urbano, (Ed.). Proceedings of the International Symposium on Innovation and Assessment of Engineering Curricula. Valladolid, Spain: [s.n.]. p. 161-172.

Inova Engenharia (2006). Propostas para a Modernização da Engenharia no Brasil. Confederação Nacional da Indústria CNI, Serviço Nacional de Aprendizagem Industrial (SENAI) e Instituto Euvaldo Lodi (IEL). Brasília.

Litzinger, T.A., Lattuca, L.R., Hadgraft, R.G., Newstetter, W.C., Alley, M., Atman, C., DiBiasio, D., Finelli, C., Diefes-Dux, H., Kolmos, A., et al. (2011) ‘Engineering education and the development of expertise’, Journal of Engineering Education, Vol. 100, No. 1, pp.123–150.

López, David et al. (2007). Developing Non-technical Skills in a Technical Course.In 37th ASEE/IEEE Frontiers in Education Conference, pp. F3B 5-10.

Lourenço Jr, J. et al. (2014). Education Curriculum Design of the Industrial Engineering Program. UNISAL Salesian University Center of São Paulo. Campus Lorena.

Maximiano Amaru, C.A. (2004). Introdução à administração. 6. Ed. Revisada e Ampliada. São Paulo. Editora Atlas.

McNabola, A.; O’Farrell, C. (2014) Can teaching be evaluated through reflection on student performance in continuous assessment? A case study of practical engineering modules. Innovations in Education and Teaching International.Routledge: Taylor & Francis Group.

Noordin, M. K.; Nasir, A. N.; Ali, D. F.; Nordin, M. S. (2011). Problem-Based Learning (PBL) and Project-Based Learning (PjBL) in engineering education: a comparison. Proceedings of th IETEC'11 Conference, Kuala Lumpur, Malaysia, Olds, B. M.; Moskal, B. M.; Miller, R. L. (2005) Assessment in Engineering Education: Evolution, Approaches and Future

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Schell, J., Lukoff, B., Mazur, E. (2013). Catalyzing Learner Engagement Using Cutting-Edge Classroom Response Systems in Higher Education. In Increasing Student Engagement ant Retention using Classroom Technologies: Classroom Response Systems and Mediated Discourse Technologies. Organizers: Charles Wankel and Patrick Blessinger. Emerald.

Sockalingam, N. (2010) Characteristics of Problems in Problem-Based Learning, Doctor Thesis, Erasmus University Rotterdam

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Wee, K.N.L, Alexandria, M., Kek, Y.C., & Mattehew Sim, H.C. (2001). Crafting effective problems for problem based learning. Proceeding of 3rd Asia pasicif conference on PBL.Australia: Australiasian Problem Based Learning Network. Wee, K.N.L. (2004). Jump Start Authentic Problem based learning. Singapore: Prentice Hall Pearson Education South Asia

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