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Collaborative Question Bank Development for Electrical Engineering Education Improvement

In phase one of the e3an project, consultants collaborated on creating a question bank for electrical engineering education, focusing on analogue electronics, digital electronics, microprocessors, circuit theory, and signal processing. Consultants wrote, reviewed, and finalized a pool of 300 questions per theme for peer feedback. The process emphasized clarity, relevance, and diversity across key curriculum areas and question types. Phase one outcomes showcased successful question development and a positive shift towards Computer-Aided Assessment (CAA). Benefits included networking opportunities, updated question banks, and improved assessment practices for a fairer evaluation and timely feedback to students.

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Collaborative Question Bank Development for Electrical Engineering Education Improvement

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  1. e3an – the process Sean Wellington/Djamel Azzi

  2. phase one themes • Analogue Electronics • Digital Electronics and Microprocessors • Circuit Theory • Signal Processing

  3. theme process • Consultants recruited from the four partner institutions • Initial meeting of theme teams • Sample questions written and circulated for comment • Consultants wrote the remainder of their allocated questions (target 300 questions per theme) • Final meeting for peer review of the entire question bank

  4. briefing session • Introduction to e3an project, objectives, participants, timescales and deliverables • Overview of issues in student assessment • QAA outcomes-based approach • QAA Code of practice: Assessment of students • Importance of timely formative feedback • Guidelines for writing effective objective test questions • Case studies drawn from the electrical and electronic engineering curriculum

  5. key curriculum areas • Theme leader and consultants met to discuss and agree: • Key curriculum areas • Indicative level • Introductory • Intermediate • Advanced • Allocation of curriculum areas/question types – equitable distribution of workload

  6. writing the questions • The process should be as easy as possible for the consultants • Electronic format preferred (MS Word templates provided) • Accepted handwritten copy that could be scanned into the database • Symbols used in diagrams should comply with IEE guidelines

  7. MS Word templates • Provided for: • Question Meta Data • Multiple Choice • Multiple Response • Examination • Numeric • Text • Hotspot

  8. Metadata • Type of item - what sort of question • Time - expected to take in minutes • Level - Introductory, Intermediate or Advanced • Discrimination - Threshold, Good or Excellent students • Cognitive Level - Knowledge, Understanding, Application, Analysis • Synthesis, Evaluation • Style - Formative, Summative, Formative or Summative, or Diagnostic • Theme • Subtheme • Related themes • Description - free text • Key words - free text

  9. the review process • Consultants met to review all the questions produced for a particular theme: • Clarity of question and outline solution • Suitability for the allocated theme or sub-theme • Appropriate time allocation

  10. experiences of phase one • Rich bank of questions produced for phase one subjects • The question review process produced very little disagreement, despite the diverse range of institutions participating in the project • Several of the project consultants began to actively embrace the use of CAA, particularly for formative assessment

  11. e3an consultant’s perspective • Opportunities to • network with academics elsewhere • look at and update one’s own bank of questions • learn about different types of assessments • obtain new questions from other consultants • undertake continuous professional development • take one step towards implementing effective CAA • faster, more frequent, fairer assessment to cope with ever increasing student numbers • timely feedback to students (especially the less able ones)

  12. e3an consultant’s perspective • Benefits • bank of questions that covers several topics • a little bit of money

  13. Power Electronics Applied Electromagnetics Programming for Engineers Control Engineering Mathematics for Engineers Telecommunications Data Communications Semiconductor Physics Computational tools phase two target themes

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