“FLIPPED ASSESSMENT”: Proposal for a Self-Assessment Method to Improve Learning in the Field of Manufacturing Technologies

Abstract

Striving toward goal completion and achieving objectives is one of the motors of personal advancement. The path to goal completion is fueled by many reasons, among which motivation stands out as one of the core impulses. Motivation acquires a particularly high relevance in learning, prompting educators to mind its substance when designing not only the material to be imparted but also the approach and the mechanisms to assess knowledge acquisition. The intrinsic nature of motivation might stem from self-realization, thriving in specific goals, or even exploring unknown ground. One of the main teacher–student interactions is the provision of adequate tools to achieve learning outcomes. One of the tools available to teachers is the exercise of extrinsic motivation. This paper proposes and assesses the initial implementation of a student-involved extrinsic motivation method. A pilot group in the Junior year of a Bachelor in Mechanical Engineering program was selected, in which the evaluation system was slightly modified with respect to the system that is normally used. The course selected for the study was a compulsory six European Credit Transfer and Accumulation System (ECTS) course covering production and manufacturing technology. Students were asked to partake in the drafting of questions to assess their own knowledge, hence indirectly increasing their motivation to learn the content. The tentative results obtained with the pilot group appear to be positive and relevant. Students showed a higher engagement during class and reported needing fewer hours of preparation at home (32% reduction). In addition, global satisfaction with the course was improved.

Keywords

• self-assessment
• flipped assessment
• motivation