@article{MAKHILLJEAS201813215455,
    title = {Cognitive Performance of Technical Students in an
Undergraduate Entrepreneurship Course},
    journal = {Journal of Engineering and Applied Sciences},
    volume = {13},
    number = {2},
    pages = {275-281},
    year = {2018},
    issn = {1816-949x},
    doi = {jeasci.2018.275.281},
    url = {https://makhillpublications.co/view-article.php?issn=1816-949x&doi=jeasci.2018.275.281},
    author = {Chee-Ming,Alina and},
    keywords = {Entrepreneurship,cognitive,learning,formative,assessment,academic performance},
    abstract = {In the national higher education shift towards nurturing holistic graduates with entrepreneurial
mindset the basic course of entrepreneurship has since become a core and compulsory in all undergraduate
programmes. The course was taught in the second year of a 4 years undergraduate Civil Engineering
Technology programme. With only formative assessment adopted for the course, the cognitive domain
assessment was based solely on the submission of 5 assignments and sitting of a single test in the 14 weeks
semester. Both tasks were aligned to meet the course learning outcome with emphasis on knowledge
acquisition, i.e., to explain the concept and fundamental tenets of entrepreneurship, levelled at tier 3 of the
cognitive domain learning taxonomy which corresponds with ‘application’. The assignments and test were
organized according to the sequential chapters of the course, helping students to gain understanding of the
subject in tandem with and the learning of other core technical courses. Analysis of the cognitive task
assessments showed areas of strength and weakness among the students with respect to entrepreneurial
concepts, shedding light on the learning inclination and interest of technical students in a generic course as
this.}
    }