Grimm, M., & Averill, R., & Roccabianca, S., & Recktenwald, G. (2022, August), The Differing Impact of a New Assessment Framework on Student Success – The Effect of Socioeconomic Factors  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41628

\bibitem{asee_peer_41628}
  Grimm, M., \& Averill, R., \& Roccabianca, S., \& Recktenwald, G. (2022, August), \emph{The Differing Impact of a New Assessment Framework on Student Success – The Effect of Socioeconomic Factors}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41628

Michele Grimm, Ron Averill, Sara Roccabianca, and Geoffrey Recktenwald.  "The Differing Impact of a New Assessment Framework on Student Success – The Effect of Socioeconomic Factors".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/41628 Internet.  28 Mar, 2025

\bibitem{asee_peer_41628}
  Michele Grimm, Ron Averill, Sara Roccabianca, and Geoffrey Recktenwald.
  "The Differing Impact of a New Assessment Framework on Student Success – The Effect of Socioeconomic Factors".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/41628 Internet.  28 Mar, 2025

@INPROCEEDINGS{asee_peer_41628
author = "Michele Grimm, Ron Averill, Sara Roccabianca, and Geoffrey Recktenwald"
title = "The Differing Impact of a New Assessment Framework on Student Success – The Effect of Socioeconomic Factors"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/41628}
number = {10.18260/1-2--41628}
}

TY  - CPAPER
AB  - In 2016, Michigan State University developed a new model of classroom education and assessment in their Mechanics of Materials course.  This model used a modified mastery approach that is heavy on formative assessment, guidance in the problem solving process, and structured student reflection.  We now refer to this new approach as SMART Assessment - short for Supported Mastery Assessment using Repeated Testing. The effects of this model have been very positive, and results on overall student success in Mechanics of Materials have been presented in full at prior ASEE conferences.  


In this paper, we focus on the effects of this new assessment model on first generation and economically disadvantaged students.  The analysis accounts for other measures, such as incoming GPA and performance in the prerequisite course, Statics.  No statistically significant difference was found in the performance metrics in the Mechanics of Materials course when comparing the students considered at higher risk, based on socioeconomic factors, and the remainder of the class.  This result indicates that the benefit of the SMART Assessment framework -- improved learning of core mechanical engineering concepts -- is available to students independent of their economic background or their parents' success in earning a 4-year undergraduate degree.
AU  - Michele Grimm
AU  - Ron Averill
AU  - Sara Roccabianca
AU  - Geoffrey Recktenwald
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - The Differing Impact of a New Assessment Framework on Student Success – The Effect of Socioeconomic Factors
UR  - https://peer.asee.org/41628
DO  - 10.18260/1-2--41628
ER  -