FOCUSED EVALUATION STRATEGY FOR UNDERPERFORMING COURSE OUTCOMES: A CASE STUDY IN NUMERICAL METHODS COURSE

Abstract

This study investigates the effectiveness of a targeted assessment strategy to improve student performance on an underperforming course outcome (CO) within the Numerical Methods with Applications course (MEC500) which is offered to engineering undergraduates. Course outcome number 1 (CO1) which emphasises conceptual understanding consistently recorded low attainment. In response, a dedicated assessment structure was introduced by segregating CO1 into an individual test, separate from the assessment of CO2 and CO3, which were covered in another test. However, the total test duration and weightage were maintained. Student attainment data over three consecutive semesters were analysed using a quasi-experimental approach, with the third semester representing the implementation of the new assessment strategy. Following the introduction of a dedicated assessment for CO1, the percentage of students meeting the minimum threshold rose significantly to 90.20%, 58% increase compared to the previous semester. Meanwhile the reduction in standard deviation for CO1 suggests that student performance became more consistent after the intervention. Overall, the dedicated assessment structure proved to be both practical and adaptable.