Research in Engineering Education Symposium 2011 - rees2009

Universidad Politécnica de Madrid (UPM) Página 246 de 957
Computer adaptive testing affords opportunities for assessing with a very good level of
detail, the proper understanding of concepts. It also affords opportunities for more
appropriate and individualized learning via the assignment of specific lessons. It lends
itself for implementation of the spiral trajectory of learning by presenting different levels
of the same concept in design context scenarios. As a practice tool, it also familiarizes
students with standardized testing allowing them to have a more interactive tool for
evaluating their own progress. Instructors also benefit from it by devoting less time to
grade assignments and more time to prepare design experiences.
For the purpose of advancing the development of engineering in Mexico, a group of four
Mexican institutions are developing an engineering learning system called MAPI-CAT. The
MAPI-CAT incorporates the networked model of curriculum and implements item
response theory (IRT) and computer adaptive testing (CAT) in the evaluation of students’
knowledge.
Background (Lit. Review)
The networked model of curriculum has its basis in the spiral curriculum. Within the
engineering education community, chemical engineering is the pioneer in the use of spiral
curriculum. Dixon, Clark, and DiBiasio (2000) report the results for sophomore chemical
engineering students in the Worcester Polytechnic Institute. After two years of
implementation, one of the most relevant findings involved the observation of students
during competitions. According to the authors, spiral–taught students behaved more than
practicing chemical engineers than their classical-taught chemical engineering
counterparts.
At Virginia Tech, Balasubramanian et al. (2011) developed a nanotechnology freshman
module based on the spiral curriculum. The assessment included a survey which questions
identified changes in attitude towards nanotechnology. The questions were related to
motivation to pursue a nanotechnology minor or if nanotechnology relevance was
perceived in the intended major. In addition, misconceptions were identified via pre- and
post-tests of learning outcomes, which were properly addressed during the module.
On the side of computer adaptive testing, Markovic et al. (2011) implemented a distance
learning system using computer adaptive testing for computer engineering majors.
According to the authors, the computer adaptive piece was perceived as positive by users
and its impact was substantiated by the passing rate of students who used it. It is worth
clarifying that the “adaptive” characteristic of interest is the one used in psychometrics,
which is based on Item Response Theory. Other “adaptive” systems are being developed
using intelligent tutoring, but those are not aligned with standardized testing, as it is the
case of ETS or CENEVAL, and are not the topic of this project.
Purpose and Research Questions
Capitalizing on the networked model of curriculum as well as advances in psychometric
and computer aided instruction; an engineering education computer system called the
MAPI-CAT was developed by four Mexican institutions. The purpose of the MAPI-CAT is to
Proceedings of Research in Engineering Education Symposium 2011
Madrid, 4 th - 7 th October 2011