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Ítem Improving Student Results in a Statics Course using a Computer-based Training and Assessment System(IEEE, 2013-01-01) Zapata Rivera, Luis Felipe; Restrepo Ochoa, Jorge Luis; Barbosa Perez, Jaime L.; Universidad EAFIT. Departamento de Ingeniería Mecánica; Estudios en Mantenimiento (GEMI)One of the main causes of desertion in engineering programs is the poor student academic performance in basic courses. One of these courses is Statics, which is taught at the undergraduate level. Between 2009 and 2011 about 30% of students did not get a satisfactory grade to pass the course and a high percentage of these students deserted from their engineering program at EAFIT University. The evolution of computer systems and the Internet progress have enabled educators to develop software to support teaching and learning processes. For instance, educational software like E-learning platforms now allow teachers and students to interact through collaborative and friendly environments that can result in improvement on student learning outcomes and therefore improvement in their final results. Various learning tools based on problem-based learning approaches have been developed for the Statics area. These systems usually pose problems for students to solve; however, the problems usually used to evaluate and certify student knowledge are different from those used by the students during their training process. This is aimed at focusing students' attention to the use of analytical skills instead of memorizing processes. This paper describes the results of using a computer system to support training and assessment processes to convey concepts related to a Statics course using an existing open source tool and implementing a dynamic assessment generation scheme (i.e., generation of multiple versions of the same problem using algorithms with variables). This system has been used in the Statics courses during two academic periods in 2012 involving the participation of 400 students. The results of this experiment are compared with performance results of students from previous years who used traditional practice and assessment methods such as solving tasks in conventional paper and pencil tests. Results have had a positive impact in student grades and retention.Ítem Items' difficulty level determination based on a Statics test with parameters variation(IEEE, 2014-01-01) Restrepo Cadavid, Andres; Restrepo Ochoa, Jorge Luis; Barbosa Perez, Jaime L.; Universidad EAFIT. Departamento de Ingeniería Mecánica; Estudios en Mantenimiento (GEMI)Looking for the improvement of the students' learning, the engineering school of EAFIT University is currently developing an evaluation and training system. In this system, each student has the option of doing ``dynamic'' exercises in a specific field of a subject. Whenever a student uses the system, an exercise is generated with different parameters and values. The mentioned system (Evaluation System) has been used in the last semesters, achieving the improvement in the students' comprehension and learning level of the Statics subject. The system under development, allows the students to train themselves in different topics of the subject and, at the same time, it allows the teachers to evaluate the learning process. Based on the fact that in the course assessments, an exam with different parameters and values is presented every time a student accesses the system, it is possible that some students present tests with different complexity levels. Therefore, the test could be considered inequitable for some people. This paper presents an analysis of the difficulty level of a test generated with the system. The test was applied to two different groups of students which are taking the course in the 2014-1 semester. The first group took a test where the items' values and parameters were not changed; and the second one, took a test where the items' values and parameters change for each student. Based on the obtained results, a statistical study is made which intends to determine the difficulty and discrimination level of each of the test items, both for the dynamics parameters test and the fixed parameters test in order to finally determine how much varies the items' difficulty due to the parameters variation. This will help to generate more equitable tests in the future for the assessment of a group of students that are taking the course.