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Teaching Reform and Educational Practice for the Automatic Control Principles Course Empowered by Diversified Assessment Approaches

Author(s)

Shuangshuang Xiong*, Lingling Fan

Affiliation(s)

School of Automation, Beijing University of Information Science and Technology, Beijing, China *Corresponding Author

Abstract

Under the new engineering disciplines construction’s background, the process-based examination’s reform has become a important approach and it can improve engineering courses’ study quality. In automatic control, the traditional assessment method’s shortcomings are evident, that it emphasis on the final exam and neglect learning process; it focuses on the memorization and neglects practical skills; it focuses on the score level and ignores constructive feedback. Regarding the issues, the education team carries out a diversified assessment reform for the course and focus on three things: the examination structure is not reasonable, no effective means for evaluating engineering capabilities, the process feedback mechanism is not complete. Relying on superstar learning platform, team establishes an assessment model, which is supported by continuous tracking, multi evaluation and data-driven feedback. No using the regular assignments and end term closed book exam’s old pattern, and designs a three stage progressive structure, knowledge acquisition, ability transformation and comprehensive application. For the arrangement, it can evaluate students' learning engagement, theoretical mastery and engineering practical ability. This thing can provide some practical references for new engineering disciplines’ process based assessment reform similar courses.

Keywords

Diversified Assessment; Process Evaluation; Automatic Control Principles; Teaching Reform; Educational Practice

References

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