Describing the Alignment of Course Assessment with the Blended-Learning Teaching Approach for a First Year Material Science Course

Abstract

First year mechanical engineering students fear material science as one of the fundamental courses with high work load. The ability to apply complex science of materials on the appropriate selection of engineering materials is not well constituted in one final exam. Therefore, peer-to-peer lecture film supported inverted classroom scenarios were established to work in the blended-learning course. The special design of the Moodle course gives students the chance to cumulatively accomplish micro-grades via multiple activities, such as tests, lectures, presentations, forum discussions and written homework and additionally glossary entries. Micro grades are then summed to obtain the overall course grade. Improved learning outcomes are demonstrated in high quality class discussions and most -important to students- in slightly better grades in some cohorts compared to those being assessed by one final exam only (average C+). Objective of the study is to demonstrate one possible teaching route to align the course structure as well as graded activities to the desired learning outcome – both being crucial elements to enhance learning outcome.