A Continous Evaluation System for a Challenge-Based Structural Engineering Courses

This article introduces an innovative educational methodology designed to enhance learning outcomes in structural engineering education by implementing immediate and adaptive evaluations.Emphasizing the significance of real-time feedback and homogenization of learning among students, this approach is tailored to generate the assessment indicator since the course's early days, allowing students to engage with the subject matter.The study systematically examines the impact of this pedagogic strategy on student performance and motivation across various engineering courses, taking into account three essential dimensions: i) course period, ii) course modality in remote and in-person settings, and iii) Study curricula: Objective-based vs.Competence-Problem-Based Learning (PBL).By integrating dynamic assessment tools within the curriculum, the research underscores the potential of adaptive learning technologies to transform traditional educational paradigms, promoting a more interactive and student-centered learning environment.The findings highlight the effectiveness of immediate, contextual evaluations in improving student engagement and perception and influence of the course's period, suggesting that such methods could serve as a blueprint for future educational innovations, particularly in disciplines requiring a high level of problem-solving and critical thinking skills as in structural engineering. © American Society for Engineering Education, 2024.

A Continous Evaluation System for a Challenge-Based Structural Engineering Courses Academic Article in Scopus