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| Main Authors: | , , , , |
|---|---|
| Format: | Recurso digital |
| Language: | English |
| Published: |
Zenodo
2017
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| Subjects: | |
| Online Access: | https://doi.org/10.5281/zenodo.14698613 |
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Table of Contents:
- Mathematics diagnostic tests in the UK, Ireland and Portugal have highlighted shortcomings in the basic mathematical skills of many engineering undergraduates. Many institutes throughout Europe have introduced high threshold tests in basic math in the early years of third level Engineering. On the other hand, many prospective students in Ireland are ineligible for enrolement on STEM programmes because they do not have an acceptable mathematics qualification. For example, a C3 in Higher Level Mathematics (or higher) is typically required for engineering programmes at honours level. This exam is taken as part of the Leaving Certificate. Failing or more often not doing Honours Mathematics (a lower level may be taken) then effectively cuts that student off from STEM programmes at honours level. In this paper we discuss a joint project between several third level institutions in Dublin and the further education sector to introduce a new 1 year Mathematics course aimed at students who have left school without a higher Level mathematics qualification, but who wish to start a STEM discipline at college and at honours degree level. Currently, most third level institutes in Ireland will only accept a passing grade in higher level honours mathematics as an entry requirement for a STEM discipline. This 1 year module will focus on mathematics for STEM disciplines in particular and should form a viable alternative to the 2 year Leaving Certificate qualification for acceptance onto a STEM course for non-traditional students. This paper will focus on an automated testing component of this module which has been designed in collaboration between third level and further education colleges and specifically addresses the basic skills issue. Two further education colleges are now running these high threshold tests with others to follow. In this paper we discuss the set-up, the interaction with teachers and discuss the first results of the tests.