Exam Performance in Road Engineering Courses Through Bloom's Taxonomy
DOI:
https://doi.org/10.31637/epsir-2024-930Palabras clave:
civil engineering, technical skills, Bloom's Taxonomy, comunication skills, exam assessment, road engineering education, higher-order thinking skills, instructional approaches, practical applicationResumen
Introduction: Ensuring civil engineers possess robust technical skills is vital, particularly in road engineering. However, a gap exists between theoretical knowledge and practical application, prompting research to refine instructional approaches. Exams play a key role in evaluating skills, with Bloom's taxonomy being one method used for assessment. Methodology: This study analyzed road geometric design and operation exams at Universidad Técnica Particular de la Lonaja (UTPL, Ecuador), spanning two semesters. Fourteen exams from 2020 to 2022 were randomly selected and retrospectively categorized using Bloom's Taxonomy levels and verbs. Results: Lower Bloom's levels generally yielded higher grades, with some nuances observed. An association between Bloom's level range and levels was noted. Out of 80 questions, 13 (16,25%) reached the threshold for higher-order thinking skills. Discussions: The study underscores the importance of designing exam questions to assess higher-order thinking skills, addressing challenges within exam constraints. Analyzing outcomes through Bloom's Taxonomy offers insights into student learning, emphasizing the integration of theoretical knowledge and practical application. Conclusions: Aligning exam questions with required cognitive skills is crucial, suggesting improvements in instructional approaches. By leveraging Bloom's Taxonomy, educators can enhance teaching effectiveness. Future research should refine exam evaluation methods and promote theoretical-practical integration in civil engineering education.
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