Proficiency Approach to Self-Paced Structures Course
Hoback, Alan S. Conference: Proceedings of the Spring 2008 American Society of Engineering Education North Central Section Conference, 2008/03
Students master proficiencies in a structural theory course. Each proficiency mastered results in a higher grade in the course. Students are freed from the threat of bombed exams or homework problems because only final mastery of the proficiency determines their grade. The result is higher knowledge retention, and lower failure rates for the course. The self-paced proficiency method results in about the same level of grading work for the faculty member, but more administrative work keeping track of each student. Students are more highly motivated because they can see the incremental change in grade as they progress and realize that low quality work does not advance them.
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