Student Perceptions of Formative Assessment and Cooperative Work on a Technical Engineering Course

• Main Authors: Víctor Revilla-Cuesta, Marta Skaf, Juan Manuel Manso, Vanesa Ortega-López
• Format: Article
• Language: English
• Published: MDPI AG 2020-06-01
• Series: Sustainability
• Subjects: formative assessment and cooperative work; active and collaborative learning; student-centered learning environments; technical engineering subject; mixed analysis; autonomy
• Online Access: https://www.mdpi.com/2071-1050/12/11/4569

Formative Assessment and Cooperative Work (FACW) is a teaching methodology that promotes student learning based on peer support, both in solving problems and identifying the mistakes made through feedback. The perceptions of 49 mechanical engineering students at the University of Burgos are analyzed in this article with regard to their first practical experience of FACW methodology in a technical subject, characterized by a highly complex content and a strong link between theoretical and practical concepts. The responses of the students to two blocks of open questions were evaluated in a qualitative, mixed, and statistical analysis. Various aspects that the students raised in relation to FACW could therefore be studied, such as their points of view towards: (1) The usefulness of FACW teaching modality; and (2) their preferences regarding the optimum teaching modality. The results showed that, although the students expressed favorable opinions towards FACW, they did not consider, in general, that teamwork was necessary for optimal learning, revealing a clear dependence on formal classroom presentations for the explanation of theoretical concepts. Students considered that theoretical concepts could not be autonomously acquired. Therefore, the application of the FACW teaching methodology to these courses could be especially beneficial to favor autonomous learning and to develop teamwork skills, training engineers with the right knowledge and skills today for tomorrow’s world.