Modifying the “Bell Ringer” Test Methodology to Evaluate Experiential Learning Outcomes in an Engineering Course

In the third year of the Mechanical and Materials Engineering at Western University, students with limited or no prior exposure to electricity and electronics are required to take a course in electrical fundamentals. The course has both a theoretical and a practical component. Last year, due to concerns with generative AI, a practical lab component was introduced to the course laboratory component of the course in addition to two, hand-in labs. With an increase in the size of the third year-cohort and a desire to make the practical lab exam more comprehensive and efficient, a different strategy to conducting the practical lab was desired. In a traditional “Bell-Ringer Test” employed to evaluate practical learning outcomes such as performed in biology or chemistry disciplines, students are required to perform tasks at a station in a laboratory setting in a defined time. A variation of this method was employed to perform the practical lab evaluation in this year’s course delivery. This paper outlines the rationale for the process, the details of the delivery, and the associated outcomes.