Comparing Two Authentic Assessments for Mechanical Engineering Students: Moderating Ill-Structuredness and Transferring Learning.
Saved in:
| Title: | Comparing Two Authentic Assessments for Mechanical Engineering Students: Moderating Ill-Structuredness and Transferring Learning. |
|---|---|
| Authors: | Hock, Alfred Tan Cheng1 alfred.tan@singaporetech.edu.sg, Della, Christian2 christian.della@glasgow.ac.uk, Bin Jasin, Jamil1 jamil.jasin@singaporetech.edu.sg, Chwen, Eugene Tan Egk1 vanaria32@gmail.com, Lim, Li Hong Idris3 lihongidris@nus.edu.sg, Ong, Chee Ming1 cheeming.ong@singaporetech.edu.sg, Wang, Peng Cheng1 victor.wang@singaporetech.edu.sg, Molina-Cristobal, Arturo2 arturo.molina-cristobal@glasgow.ac.uk |
| Source: | International Journal of Instruction. Apr2026, Vol. 19 Issue 2, p457-474. 18p. |
| Subject Terms: | *Authentic assessment, *Transfer of training, *Engineering students, *Educational outcomes, *Mechanical engineering education, Finite element method |
| Abstract: | This study examined the efficacy of ill-structured and moderately structured authentic assessment strategies in facilitating the transfer of learning (ToL) among first-year year Mechanical Engineering students. Two student cohorts undertook separate authentic assessments, one ill-structured and the other moderately structured. High-fidelity computer modelling and simulation using Finite Element Analysis (FEA), a common tool widely adopted in engineering education, supported the solving of these complex problem tasks. Analysis of qualitative and quantitative data from junior engineering students revealed no significant effect on moderating the ill-structuredness of authentic assessments on the transfer of learning. Nonetheless, there were notable decreases in students' barriers to transfer associated with moderately structured assessment without compromising learning quality. The findings suggest that authentic learning experiences generally enhanced learning outcomes and were positively received by students. However, while increased ill-structuredness may foster greater integration of knowledge across modules, educators should exercise caution when reducing the structure of assessments intended to build foundational understanding. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Instruction is the property of International Journal of Instruction and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
Be the first to leave a comment!
