mealy, B. J. (2018, March), Assessing Student Assessment in a Flipped Classroom  Paper presented at 2018 ASEE Zone IV Conference, Boulder, Colorado. 10.18260/1-2--29601

\bibitem{asee_peer_29601}
  mealy, B. J. (2018, March), \emph{Assessing Student Assessment in a Flipped Classroom}
  Paper presented at 2018 ASEE Zone IV Conference, Boulder, Colorado.
  10.18260/1-2--29601

bryan james mealy.  "Assessing Student Assessment in a Flipped Classroom".  2018 ASEE Zone IV Conference, Boulder, Colorado, 2018, March.  ASEE Conferences, 2018.  https://peer.asee.org/29601 Internet.  18 May, 2024

\bibitem{asee_peer_29601}
  bryan james mealy.
  "Assessing Student Assessment in a Flipped Classroom".
  \emph{2018 ASEE Zone IV Conference, Boulder, Colorado, 2018, March}.
  ASEE Conferences, 2018.
  https://peer.asee.org/29601 Internet.  18 May, 2024

@INPROCEEDINGS{asee_peer_29601
author = "bryan james mealy"
title = "Assessing Student Assessment in a Flipped Classroom"
booktitle = "2018 ASEE Zone IV Conference"
year = "2018"
month = "March"
address = "Boulder, Colorado"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/29601}
number = {10.18260/1-2--29601}
}

TY  - CPAPER
AB  - One of the many advantages of a flipped classroom is that it provides more time for instructors to work directly with students. Assessing students with in-class quizzes and/or exams effectively mitigates this advantage by replacing time spent on direct student/instructor interaction with non-interactive assessment. While assessment using quizzes and exams do not provide a direct learning experience, many students place a high value on such assessment techniques distributed throughout the course as opposed to having them concentrated at the end of the course. 

This paper describes the results of a novel implementation of an established digital design course taught in a flipped classroom format. The overall goal of this special approach was to determine the efficacy of dedicating a portion of class time to student assessment distributed throughout the course. At the beginning of the course, students chose whether they wanted their course grade weighted on distributed assessment or have their assessment more heavily weighted on final exams. This approach effectively gave students who chose their assessment concentrated on final exams a potential advantage in that it allowed them a greater opportunity for instructor interaction compared to the other students since they could obtain help with course material while other students were taking exams and quizzes. This paper compares the overall performance of both sets of students in order to determine which assessment approach was more effective. This paper also describes whether distributed assessment provided true “academic” benefits or whether it simply acted as a mechanism to encourage students to remain current with the course’s subject matter. 

AU  - bryan james mealy
CY  - Boulder, Colorado
DA  - 2018/03/25
PB  - ASEE Conferences
TI  - Assessing Student Assessment in a Flipped Classroom
UR  - https://peer.asee.org/29601
DO  - 10.18260/1-2--29601
ER  -