The IRMA Community
Newsletters
Research IRM
Click a keyword to search titles using our InfoSci-OnDemand powered search:
|
Using Multiple Methods in Assessing Oral Communication Skills in the Final Year Project Design Course of an Undergraduate Engineering Program
|
|
Author(s): Rohani Othman (Universiti Teknologi Malaysia, Malaysia)and Zubaidah Awang (Universiti Teknologi Malaysia, Malaysia)
Copyright: 2012
Pages: 25
Source title:
Outcome-Based Science, Technology, Engineering, and Mathematics Education: Innovative Practices
Source Author(s)/Editor(s): Khairiyah Mohd Yusof (Universiti Teknologi Malaysia, Malaysia), Naziha Ahmad Azli (Universiti Teknologi Malaysia, Malaysia), Azlina Mohd Kosnin (Universiti Teknologi Malaysia, Malaysia), Sharifah Kamilah Syed Yusof (Universiti Teknologi Malaysia, Malaysia)and Yudariah Mohammad Yusof (Universiti Teknologi Malaysia, Malaysia)
DOI: 10.4018/978-1-4666-1809-1.ch013
Purchase
|
Abstract
Engineering education researcher Rogers (2006) proposed that an assessment of engineering programs should use a multi-method approach to maximize validity and reduce the biasness of any one approach. Based on this reason, this study used two methods in the direct assessment of oral communication skills performance outcome of an undergraduate electrical engineering students’ Final Year Project (FYP) design experience. In the first method, the Oral Communication Assessment Rubrics adapted from Norback et al. (2008) was tested for its reliability, consistency in the scores and ease of use. This was to ensure that the results were descriptive of the expected students’ performance (Miller & Olds, 1999). Once faculty rater reliability was achieved and verified, the rubrics were refined and redrafted to obtain inter-rater scores for the assessment of the oral communication skills during the FYPII seminar presentation. Descriptive statistics were used to draw inferences from the inter-rater scores. In the second method, the researcher used the final grades of these students which were obtained from the faculty end-of-course assessment of their FYPII seminar presentation through the use of the faculty Seminar Evaluation Form (SEF). The scores obtained from SEF were reported in the Course Assessment Summary Report (CASR) in the form of the achieved Key Performance Indicator (KPI) of the students in each department in the Electrical Engineering Faculty (FKE).
Related Content
|
Sunil Ramlall, Ted Cross, Michelle Love.
© 2022.
13 pages.
|
|
Huri B. Kose, Isha Kalanee, Yetkin Yildirim.
© 2022.
13 pages.
|
|
Zeynep Merve Ünal.
© 2022.
28 pages.
|
|
Sharon Kehl Califano.
© 2022.
16 pages.
|
|
Miary Andriamiarisoa.
© 2022.
23 pages.
|
|
Matthew Williwam Hurtienne.
© 2022.
17 pages.
|
|
Emily Guetzoian.
© 2022.
18 pages.
|
|
|